Presents computational and psychophysical evidence in support of a theory of one of the earliest stages of visual processing in reading--the isolation of words in text. (HOD)

A discrete-trial reaction time methodology was employed measuring speeds of skilled and less skilled readers in naming colors, pictures, numbers, letters, and words. Less skilled nondyslexic children don't exhibit a general name retrieval deficit; rather, research shows phonological analysis skills are integral in early reading acquisition.…

Two experiments investigate the relationship between developmental trends for auditory selective attention, and dependence on central/incidental word relations. Subjects were 48 children each from first, fourth, and seventh grades, and 48 adults. (CM)

Two experiments were conducted to investigate the effect of varying the amount of preceding-sentence context upon the lexical decision speed of third- and sixth-grade and college-level students. (Author/MP)

Picture fading methods previously demonstrated to be effective with moderately and severely retarded individuals were used to teach 12 sight words to two learning disabled students (ages 8 and 10). (Author)

Three experiments investigated the effects of context on the use of limited processing resources in word recognition. The effect of context on the resources consumed in word recognition is restricted to aspects of processing that can be delayed until the subject is required to select an overt response. (Author/RD)

A perceptual-recognition task was used to assess whether utilization of orthographic structure in letter recognition varies with reading ability. Good and poor college readers showed equally large effects of orthographic structure on task accuracy, whereas poor sixth-grade readers did not. (Author/GK)

Reports on a study that examined patterns and interrelationships in the development of print awareness over the preschool years with results indicating that preschool children do not acquire such skills and concepts in a fixed order. (MKM)

The developmental nature of the reflective concept of "word" in young children was investigated and the degree to which these developmental aspects of metalinguistic awareness correspond to levels of cognitive development as described by Piaget was studied. (HOD)

It was hypothesized that the concept of cognitive effort in memory is both useful and important. Cognitive effort was defined as the engaged proportion of limited- capacity central processing. Four experiments were conducted, and the implications and potential applications of the concept were discussed. (Author/MH)

Sees word formation as an economical, important means of building vocabulary. Gives examples showing several different word-building patterns. Sees as a reasonable teaching goal the gaining of competence only in "receptive" word formation, i.e., recognition. The student can learn to build new words only from simple, frequently recurring…

The effect of orthographic structure on the word search performance of good and poor third-grade readers is examined. (MP)

Introduces the use of word sorts as a way of helping children categorize words in helpful ways. (TJ)

Good readers in grades 5 and 6 read material changed to include particular types of orthographic anomalies to determine if the perceptual unit in reading was the letter or some other unit larger than the letter. (HOD)

Second-grade children, third-grade children, and adults judged whether pictures were members of a positive or negative memory set while trying to ignore irrelevant words printed inside the pictures. (JMB)