Suggests teaching a compare/contrast method of word identification rather than teaching syllabication rules to decode words and describes research investigating this technique. (MKM)

In a paired associate task, readers and prereaders were taught five words as oral responses, each word paired with a distinctive nonsense figure. The results raise doubts about the effectiveness of teaching beginning readers sight vocabulary words printed on flash cards. (RC)

In three experiments on the effects of word imagery, length, and frequency on reading difficulty, high-frequency words were found to be easier to read for both good and poor readers. High-imagery words were easier to read for poor readers only. Word length had little effect on reading difficulty for either group. (Author/MV)

Investigates the effects of linguistic context, more particularly, semantic context in the form of an incomplete sentence, on the ability of observers to classify letter strings as words or nonwords. (Author/RK)

Tests the theory that culturally associated words in a pair and nonassociated words in a pair differ after a single study trial in terms of their frequency representation in memory. (Editor/RK)

Names of cities were shock associated and then embedded in material presented to the nonattended channel in a dichotic listening and shadowing situation. A test for conditioning followed the dichotic listening task. Comparisons are made with other studies of galvanic skin responses to unattended words. (Editor/RK)

This study, which extends Jeffrey and Samuels' study, indicates that children taught "sounds" learned more grapheme-phoneme correspondences and read more transfer words than did those taught "words." (HOD)

Two experiments using five lists of words were conducted to explore the effects of the concreteness or abstractness of words on their tachistoscopic recognition. (Editor)

The results indicate that skilled readers can recognize four-letter words without extensive orthographic analysis. Unskilled readers may use the same process but revert to a phonological encoding when a word is both unfamiliar and contains an irregular vowel. (Author/RC)

Describes the cross-modal semantic priming paradigm, including its underlying rationale and the different tasks with which it is combined. Introduces the type of stimuli used and the dependent and independent variables typically manipulated; discusses the paradigm's main advantages and drawbacks; and considers its most important areas of…

Reviews phoneme monitoring studies from 1969 to 1996 and groups them in terms of issues addressed with the task, including the contribution of the lexicon to speech perception, processing complexity, attention, contribution of prosodic information, and the basic unit of speech perception. Identifies and highlights task demands and artifactual…

Two experiments involving 11 first graders who had reading and spelling difficulties compared the effectiveness of (1) matching printed to dictated words versus (2) matching as well as constructing (copying) printed words with movable letters and naming them. Results found that word construction proved to be effective in promoting reading…

Finds that Japanese fifth graders' naming speed was a good indicator of the automaticity of the lexical access for both syllabaries and morphograms, but that skilled/less-skilled differences in vocalization latencies were greater for real words than for pseudowords for both hiragana and kanji. Discusses the applicability of C. A. Perfetti's verbal…

Results from a representative sample of 123 adults in the United Kingdom tested with the Wechsler Adult Intelligence Scale-Revised and a test of word identification time are in line with previous findings that speed of information processing is significantly related to performance IQ but not to verbal IQ. (SLD)