Twenty-eight first grade children were taught letter-sound correspondences according to massed and spaced formats. Used a paired associated format that required the children to produce the appropriate sounds in response to visually presented letters. (HOD)

Determined that kindergarten children needed more trials to learn a list of similar than dissimilar words but made fewer overgeneralization errors on subsequent transfer tasks. (HOD)

Presents the results of two matching-to-sample experiments using color cues in Consonant-Vowel-Consonant stimulus words with kindergarten to third grade subjects. (RB)

Argues that a broad dimension of useful experiments would be suggested if the field supplemented its current research strategy with a second strategy focused more explicitly on the extension of generality. (HOD)

Concluded that the incorporation of new words into the educable mentally retarded child's reading vocabulary can be enhanced by the phonological pairing of content and function words. (RB)