The latency to classify a test item as not being from a memorized list of category words is usually slower when the test items are categorically related to memorized words than when they are unrelated. This observation has been explained by four models of recognition, which are evaluated here. (Editor/RK)

Presents tables of initial and final letter clusters for use in psychological experiments as well as in the teaching of reading. (HOD)

Reports three studies about young children's knowledge of word structure and its relation to reading. Study I examined children's knowledge of the characteristics of printed words. Study II investigated aspects of word structure used by beginning readers. Study III investigated aspects of word structure used by readers at varying levels of reading…

In a list presented for study, the successive occurrences of a repeated item may appear either in adjacent or nonadjacent list positions. This research attempts to determine the relative size of this spacing effect, either for massed-presentation items (MP) or distributed-presentation items (DP), in long-term tests of retention as compared to that…

Discusses a study which compared the reading scores of first and fifth-grade subjects classified as reflective or impulsive. Reflective first-grade girls scored higher on all tests than impulsive girls, reflective first-grade boys scored higher than impulsive boys on the critical reading measure, and no differences were found for fifth-grade…

What processes underlie recognition memory? An explanation of word recognition should be compatible with a general explanation of the functioning of the memory system. The research discussed in this paper lends support to a model of recognition performance based on the marking and storage of lists of features or attributes that define a word's…

Suggests using a compare/contrast strategy to teach students to read polysyllabic words. (MKM)

Four recommendations of a reading resource teacher on ways a regular class teacher could improve the word identification and general comprehension skills of her second grade student are explained. Available from: Allen Raymond, Inc., P.O. Box 1223, Darien, Connecticut 06820. (GW)

Discusses experiments that investigated the sources of knowledge that are employed in spoken word identification. The interactive assumption that normal spoken word identification processes require the presence of semantic and syntactic context and the special status given to word-initial acoustic-phonetic information in cohort theory were…

A diary study of the speech of a child acquiring English found eight between-word processes, all of which were optional and occurred in fairly restricted environments. Most of the processes were also of short duration. (Author/CB)

Two studies of children's early language comprehension using the signal detection paradigm showed that, although the children demonstrated understanding of a known word, they also overextended that word to inappropriate referent. (Author/CB)

Offers suggestions for helping the older child who has not learned to read, including developing a sight word bank using a memorized book, using these sight words as the basis for decoding instruction, and including the nonreader in a reading group. (ARH)

A prereading model based on a 9-month longitudinal study of 45 deaf preschool children from state residential schools is presented. The model contends that reading can be initiated by giving deaf children opportunities to match their internalized manual language to printed words, stressing reading-related activities involving parents, teachers,…