Deals with memory for lists of items. The literature is briefly reviewed, and the main difficulties for traditional explanations of serial order effects are noted. (RK)

This compact book aims to help teachers in need of new ideas in early childhood phonics. It offers a collection of word study activities for the progressive classroom using the tool of magnetic letters. Adding just enough theory to make the author/educator's point, the book shows how this simple tool can support the teaching of letters and sounds…

This study examined the effectiveness of phonemic awareness drills on phonological awareness and word reading performance in English of Mainland Chinese students in primary school. Employing a nonequivalent control group design, the research questions explored: (1) whether phonemic awareness drills promoted phonological awareness with the English…

The principal of the school needs to be highly knowledgeable of how reading should be taught. He/she must know the different psychologies and philosophies of reading instruction. Word recognition techniques and diverse comprehension skills should also be in the repertoire of the school principal. The principal must work in the direction of helping…

This 21st annual progress report summarizes research activities on speech perception and spoken language processing carried out in the Speech Research Laboratory, Department of Psychology, Indiana University in Bloomington. As with previous reports, the goal is to summarize accomplishments during 1996 and 1997 and make them readily available. Some…

Hemifield differences in the recognition of briefly presented words were investigated in children ranging in grade level from second grade through college. (Editor)

Sixty prereaders were trained to discriminate the graphemes within words by having them assemble the words using only those graphemes that corresponded to the phonemic structure of the words. (Author)

Analyzes six ideas related to language experience intended to improve the teaching of reading. (RB)

The present data offer more support for linguistic'' approaches to teaching reading. (Authors)

Performance was consistently higher for pictures than for words, and this difference was unaffected by age, response mode, or presentation paradigm. (Author)

Results were interpreted as support for the hypothesis that making associations to verbal units facilitates recall and that reaction time is an index of the facility with which associations can be made. (Authors)