The efficacy of two methods of early reading instruction were examined: introduction of words in isolation and introduction of words in context. (HOD)

Describes a study which tested the notion that phonological recoding in important during reading acquisition. Children who had no measurable phonological recoding skills were matched to 28 children who had some skills in this domain and compared on reading performance at the end of grades one and two. Those with phonological recoding skills were…

Seven junior high age TMR students were instructed to recognize sight vocabulary words using handwriting or typing activities. Typing speed increased at an accelerated rate and accuracy in copying words by typing was consistently superior to copying by handwriting: typing activities were as effective as handwriting activities in promoting sight…

Data and models about recognition and recall of words and nonwords are unified using a real-time network processing theory. Adaptive resonance theory arose from an analysis of how a language system self-organizes in real time in response to its complex input environment. (Author/LMO)

Documents large differences in the reading of function and content words and how these differences change with development. (FL)

Provides a number of suggestions for teaching children often confused words. (FL)

Concludes that early readers would profit from maximal contrast, high frequency words as first reading experiences. (FL)

Details two experiments that assessed the effect of vocabulary difficulty on three measures of text comprehension--free recall, summary recall, and sentence recognition. (FL)

Reports on a study in which eight high school students and one elementary school student received practice in making both speeded and tachistoscopic identifications of high and low frequency words. Compares performance of each group to the other and to a third control group where stimuli were presented at a self-paced rate with no experimental…

Describes a way in which a microcomputer can be used as a basis for individualized instruction in reading and word meaning. (FL)

Concludes that preschool children know that print conveys information, yet frequently use environmental cues rather than letter knowledge when they appear to read. (FL)

Sentence writing behavior was established in eight mildy retarded special class elementary-level children through a procedure that provided word lists and teacher praise for self-selecting and self-locating words from the lists and imposed a cost (fewer sweets) for responses dependent on teacher modeling. (Author)

One of four International Reading Association award-winning dissertations from 1975. (RB)

Mentors need to be carefully selected to assist new teachers in making a successful transition from student teaching to being fully licensed and certified to teach in the regular classroom. During the school year, the mentor may help the new teacher in a variety of ways--one is to build confidence in the new teacher for teaching and another is to…

This paper summarizes some of the most important findings from research that evaluated the hypothesized causes of specific reading disability (dyslexia). It first discusses the immediate causes of reading difficulties in terms of deficiencies in component reading skills that might cause such difficulties and concludes that inadequate facility in…