Some teachers consider the purpose of oral reading to be accurate word identification rather than identification of meaning. These teachers do not view the oral reading portion of the lesson as an opportunity to guide children in application of meaning identification strategies. (Authors/CJ)

Reports on a study that used oral reading analysis to examine the oral reading performance of two types of disabled readers in order to gain additional insights into the relationship between word recognition and comprehension. (HOD)

The nature of the target designation process--which involves forming interassociated mental structures to allow retrieval of individual items of information--was studied. It was shown that visual imagery instructions improved target identification as well as word recognition but did not appear to affect the representational format. (Author/MH)

The author reviews research on the relationship between auditory discrimination and reading success, and contends that when auditory discrimination is defined broadly, a relationship exists between auditory skills and word calling. (For related material, see EJ 223 667.) (PHR)

The major concern was to determine how rate of acquisition to mastery, generalization, and retention related to learning words in context or noncontext. The findings indicated that regardless of the method of word presentation, children's rate of acquisition, amount generalized, and amount retained were virtually similar. (Author/SBH)

Short, sight-word vocabulary lists derived from the spontaneous speech of four different groups of children are compared with the vocabulary in six beginning reading series. Very high levels of agreement were found for function, but not for content, words. (JMF)

Provides a rationale for using television as a means of instruction and presents a model for capitalizing on television as a connection to reading. Includes a sample task sheet. (TJ)

The study investigated word-finding skills in 30 learning disabled (LD) boys (ages 8-to-11-years). Ss were administered measures designed to explore word-finding ability in three stimulus contexts for high- and low-frequency words.

Kindergarten children learn and remember nouns more easily than non-nouns. (JD)

A study compared the eye movements of 16 stutterers and a control group of 16 nonstuttering speakers (mean age of both groups 22.9 years) to determine if eye movements differed. (PHR)

Reports on an investigation of the role of letter and order information in lexical access, using an interference paradigm in a lexical decision task. (Author/AM)

The study examines one aspect of the relationship between decoding and comprehension--that between word difficulty, decoding ability, and access of single-word meanings. Results indicate that decoding ease and extraction of word meanings are related and suggest that decoding ability must be considered a factor in reading comprehension. (RC)

The recognition memory of eight-, ten-, and twelve-year-old children (n-108) was tested using an incidental learning technique. The children were required to categorize a set of word stimuli according to either a structural (presence or absence of the letter A in the word) or a semantic (identification of the word as the name of an animal or a…

A dual-task paradigm was used to assess attentional processing demands during visual word recognition. By manipulating the difficulty of each task, it is argued that the procedure estimates the attention demands of the memory-access component of word recognition. (Editor)

Shows two major handicaps in the anti-phonics movement which suggest that the future of the movement is doubtful: (1) the demonstrable weakness in both the theory and method of anti-phonics; (2) the increasing confidence that publishes and editors of widely used basal readers are placing in phonics. (BF/JH)