Examines the importance of consistency of letter-sound patterns in beginning reading instruction. (HOD)

Reports a study testing the effect of minimal contrast among word forms commonly found in beginning reading instruction. (TO)

Examines the relationships among accuracy and latency of word recognition and comprehension by nonfluent readers and whether component letter or holistic processing was used in word recognition by these same readers. (HOD)

Explores children's ability to segment utterances into syllables and phonemes, and their skills in the recall of sentences of low and high complexity. (HOD)

Describes several studies examining how children become skilled at processing graphic cues. Reports that prereaders do not acquire graphic skills by learning to read signs and labels in their environment. Concludes that mastery of letters is required for processing graphic cues. (MM)

The purpose of this investigation was to determine if beginning readers with accelerated sight word vocabularies would identify more functional spelling patterns than beginning readers not making the same progress. (HOD)

Investigates whether prereaders who knew all their letters are better at forming logographic access routes than letter-sound access routes into memory from words read by sight. Concludes that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues the letters…

Reports on a content analysis of four popular first-grade basal series, examining decoding and comprehension instruction in teachers' manuals, student texts, workbooks, and supplementary activity packages. Reports that none of the programs present a balanced approach to teaching decoding and comprehension with very comprehensible stories. (MM)

Tests the hypothesis that differences between first-language (L1) and second-language (L2) reading and spelling profiles could be accounted for by lack of proficiency in the L2 or differences in orthographic complexity. Finds that neither of these explanations alone sufficed to explain the development of reading and spelling in the two languages…