A review of (1) the Tutor-Student-System, (2) Initial Teaching Alphabet, (3) Words in Color, and (4) the Michigan Successive Discrimination Program (MSDP) is presented in this paper. (WR)

The basic purpose of this study was to determine the relation between word recognition and comprehension achieved when materials were read at various levels of readability. Also investigated were the lowest level of word recognition necessary to achieve a certain level of comprehension and the types of word recognition and comprehension errors…

Three experiments are reported regarding reaction time. Letter comparison time was found to increase when other irrelevant letters were present, regardless of whether or not the letters made up a word or a word-like configuration. Word comparison time was found to increase when distractors were similar to targets. (Author/RM)

Reading is a process in which interactions between the surface and deep structures of the language bring about understanding.

Outlines a method of determining which words should be selected as the basic vocabulary for French courses. Rather than using frequency as its criterion, this method defines lexical utility in terms of definition, inclusion, extension, and combination. The Quebec list and the Francais Fondamental are evaluated. (EJS)

Analyzes possible reasons for decoding errors. (MKM)

Receptive fingerspelling performance for words in isolation and context was measured at 10-foot interval distances from 10 feet through 60 feet in 83 hearing-impaired college students. (Author/PHR)

A method of teaching functional reading to three trainable mentally handicapped children (mean age 7.2 years) was developed by L. Brown. (PHR)

Rote, repetitive Type I Rehearsal is defined as the continuous maintenance of information in memory using the minimum cognitive capacity necessary for maintenance. An analysis of errors made on a forced-choice recognition test supported the hypothesis that acoustic-phonemic components of the memory trace are added or strengthened by this…

Four trainable mentally retarded students (10 to 14-years-old) participated in a program designed to teach students to label words as they occurred in stories, to label words as they occurred in questions, and to print answers to the questions without requiring the physical presence of instructional personnel. (SBH)

A series of experiments was reported in which three models of word identification were evaluated: the direct-semantic-access model, the visual-features stage model, and the phonemic-recoding stage model. A modified Stroop task was used to contrast these three models. (Editor/RK)

Two experiments examined the effects of level of processing and uniqueness of encoding on the ability to recognize the nominal stimulus among either semantically similar or structurally similar distractor items. (Author/NCR)

Half the subjects were trained to use a serial rehearsal strategy during target set storage and half were given no strategy training. The results indicate that the rate of memory search is IQ-related, and that serial rehearsal training facilitates memory search when rehearsal is covert. (Author/BW)

Gives specific ideas for encouraging students to be flexible in their approach to decoding words. (MKM)