In 2 experiments, I investigated the role of conditioned seeing on incidental bidirectional naming (Inc-BiN) for unfamiliar stimuli and reading achievement. In Experiment 1, I investigated the correlation, associations, and differences between conditioned seeing, Inc-BiN, and measures of reading achievement for 49 participants in kindergarten…

Most theories of reading development assume a shift from slow sequential subword decoding to automatic processing of orthographic word forms. We hypothesized that this shift should be reflected in a concomitant shift in reading-related cognitive functions. The current study investigated the cognitive dynamics underlying reading development in a…

Contrast is one of the great principles of any art--two things that are different are put side-by-side so that both can be seen for comparison. This paper considers initially two kinds of contrast in phonics: the sounds of the five short vowels (a e i o u); and the sequence from left-to-right in sounding out the letters. The paper states that…

1,000 words were rated for imagery by adults. 63 first graders and kindergarteners were then taught to read 756 of these words. Results showed that this imagery rating was significantly related to the subjects' ability to read (learn) the words. The word list with imagery ratings is presented. (RC)

First and second graders were taught to recognize a set of written words either more accurately or more rapidly. Both before and after word training, they named pictures printed with and without these words as distractors. Of interest was whether training would enhance or diminish the interference created by these words in the picture naming task.…

Explores the characteristics and implications of the "new sentence method" of learning to read. (JM)

Finds no relationship between young children's ability to attend to text and to nominate a greater number of purposes for learning to read. (FL)

This position paper on teaching children to read explains with several examples exactly what "quagmires" are and how they hamper children as they learn the elements of reading basics. The paper takes a multidisciplinary approach to attacking stumbling blocks to learning most often experienced by child learners. To explain the concept of quagmire,…

Two experiments were conducted in order to determine whether children are able to make analogies in learning to read. In the first experiment, 24 children from a primary school were taught three types of word pairs--only one pair of which was analogies--and then tested. Results showed not only that children are aware that consistency of spelling…

To adult readers directional movement seems natural, because adults have mastered this aspect of the reading process, and it is quite automatic. For some children, directional behavior can be very complex. Such was the case for one bright little boy ("Chance") the author/educator served in Reading Recovery. This article tells the story…

Analyzes and compares the types and frequencies of background knowledge children use during independent emergent readings, and those children and teachers use in group-shared reading experiences that precede emergent readings. Uses this information to provide evidence for a model of reading as an activity constrained by contextual factors such as…

Two error analyses (one on consonants and one on vowels) underscore the importance of non-visual cognitive processes in reading. (RL)

This article presents summaries of research on 13 core understandings about learning to read, from "Building a Knowledge Base in Reading" (Jane Braunger and Jan Patricia Lewis). In the article, each core understanding is followed by activity ideas and strategies useful for tutors--these activities were created with one-on-one tutoring in…

A recent report entitled "Preventing Reading Difficulties in Young Children" (Snow, Burns, and Griffin, 1998) concludes that both phonics and whole language are important in teaching young children how to read. These two strategies--along with plenty of time for children to read, to be read to, and to write--are important components of…

Describes the three methods of teaching reading commonly used in Italy: the natural method, the phonic syllabic method, and the global method. (FL)