Effects of global cognitive development, sex, and word abstractness on young readers' word recognition were explored. ANOVA results indicated that nouns were recognized more frequently than non-nouns; children with high cognitive development recognized more words than children with lower cognitive development; and females recognized more words…

Reports on a study that investigated the ability of second grade students to listen to, infer, and produce the correct pronuciations of high-frequency words in a story-like context. (FL)

Two experiments questioned whether deaf signers agree on the location of sign boundaries in American Sign Language (ASL), as well as where in time the boundaries are located. Results indicated that the deaf subjects were using linguistic knowledge of ASL when making judgments of the location of sign boundaries. (SL)

Recognition memory has previously been shown to be better for unusual words than for common ones. Here it is seen that this word-frequency effect is reversed for extremely rare words. (Editor)

Examines the hypothesis that the identification of a briefly presented visual target is impeded by a patterned mask that immediately precedes and/or follows it. (Author/RK)

Intended for preschool, kindergarten, and primary grade teachers, the ideas in this book will support teachers as they plan language and literacy experiences that develop phonological awareness. Stressing that a knowledge of phonemic awareness and phonics is critical to successful reading, the authors encourage teaching all aspects of reading,…

A study explored the combined effects of morphological clues and contextual clues in the interpretation of novel words while reading in a second language. More specifically, it examined the ability of 74 less-proficient English-speaking learners of Japanese (college students learning Japanese during a summer intensive language program in Japan) to…

Two experiments manipulated the possible use of imagery by varying the imagery ratings of the noun pairs and by varying the instructional set. (Editor)

Nine-year-old students were given one presentation of a list of nouns and then performed both recall and recognition tasks. Visual presentation facilitated recall. (ST)

The experiments reported here investigated the influence of two variables upon recognition memory for nouns. (Author/RK)

Recent computer-processed word lists are described, as well as several derivatives as supplements or replacements for the Dolch Sight Word Vocabulary. (Editor)

Discusses the importance of speech skills as antecedents to learning word perception skills in beginning reading. (RB)

The present study was conducted using two measures, reaction time and recognition, to assess the effects of pronounceability on encoding real words and nonwords. (Author/RK)

Purpose of the study was to determine if personological and methodological factors interact as predicted with the ultimate aim being to discover ways to optimize the teaching of word attack skills. (Author/RK)

This article reports an experiment designed to clarify the storage, rehearsal, and retrieval mechanisms that underlie the ability of Ss to recall to-be-remembered words (R words) without intruding to-be-forgotten words (F words). (Author)