First part of a continued article. (DD)

Reports a study of 140 first-grade children which, contrary to Osgood's findings, revealed an increase of word perception errors when input information was reduced by increasing presentation speed. The inability of tachistoscopic drills to provide valid learning reinforcement for sight vocabulary study was implied. Bibliography. (MD)

A first grade teacher relates various techniques, based on her knowledge of linguistics, which she uses to teach reading and language awareness; illustrated. (RD)

Reports that primary school children learned high imagery nouns in fewer trials than low imagery nouns and that second-grade children learned the nouns in fewer trials than did first-grade children. (FL)

Indicates that comprehension was enhanced for sixth grade remedial readers when word recognition and pronunciation were drilled to mastery before a passage was read. (MKM)

The study with eight learning-disabled elementary grade students found modeling a more effective feedback strategy than prompting on subjects' sight word reading performance. Differences were generally maintained at one-month and three-month follow-up. (Author/DB)

Describes a method of increasing vocabulary recognition of Chapter 1 elementary students by using mastery words from basal programs, sight word cards, and modified cloze stories. (MG)

Nonwords created by transposing two "adjacent" letters (i.e., transposed-letter (TL) nonwords like "jugde") are very effective at activating the lexical representation of their base words. This fact poses problems for most computational models of word recognition (e.g., the interactive-activation model and its extensions), which assume that exact…

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a series of fluency-based measures designed to assess early literacy skills. These fluency-based measures function as predictors of future reading performance and target critical component skills required to learn to read. This study was conducted to establish the convergent…

A study assessed the effectiveness of a peer tutoring intervention for sight-word acquisition, and determined whether any progress was matched by improvement in reading fluency. Four primary students were selected based upon teacher referral for poor reading fluency. Flashcards were used to determine accuracy of recognition of vocabulary words…

A practicum aimed to improve the basic sight vocabulary of second grade Chapter 1 students by implementing poetry activities and dictionary skills. Eight students were introduced to a new poem and 2 vocabulary words each week, for 12 weeks, receiving 45 to 50 minutes of supplemental instruction, 4 days per week. Assignments were keyed to the…

For this practicum three methods for improving sight vocabulary for first graders were developed and implemented. Goals were to increase vocabulary recognition, improve students' attitudes toward reading, and raise critical thinking levels using parental support. The program, which involved 10 students, took place in 3 phases allowing 4 weeks per…