Investigates whether or not the strategies used in pronouncing unfamiliar (pseudo) words changed as a function of developmental level. (HOD)

An acquisition model of decoding is proposed to explain the kinds of errors children make as they try to read. (Author)

Eighty-four elementary school children participated in a two-part experiment replicating an earlier experiment that tested the hypothesis that children would offer semantic explanations for words presented orally more frequently than for words presented in written form. This experiment used subjects from a population different in socioeconomic…

Discusses several factors of reading ability and their interrelationships at elementary, secondary, and college levels. (TO)

Some of the basic sight word lists which are being used or which might be extensively implemented in the future are described in this paper. The basic criterion used to define a good sight word list is that it contains words which appear with high frequency in children's materials at the beginning reading levels as well as at higher levels. In…

This paper analyzes evidence related to the effectiveness of vowel generalization from two viewpoints: the nature of letter-sound and sound-letter relationships as derived from Dewey, Hanna, and Hillerich, and the nature of these relationships as derived from results of teaching vowel generalizations to children. From the evidence and the research…

A rule-based model is proposed of how children learn to decode as they gain experience in reading. The model is based on data gathered from pronunciation errors of words presented in isolation. An analysis of the errors reveals that different kinds of errors are made by children at different ability levels. Less able readers make errors that…

Reading is a process in which written language conveys meaning between writer and reader. The reader uses graphic, syntactic, and semantic cues to get to the meaning. This study examines the reading process of 94 subjects with proficiency levels ranging from low second grade to high tenth grade using the Goodman Taxonomy of Reading Miscues. The…

Shows that word discriminability and contextual complexity have significant developmental effects on word identification, reflecting the growth of meaningful reading with age. (RL)

Auditory conceptualization as an important factor in literacy development is investigated in this study. Earlier research with the Lindamood Auditory Conceptualization (LAC) Test identified this factor at each grade level, kindergarten through grade twelve, and delineated a LAC Test breakpoint score which was sharply discriminative of reading…

Paired-associate (PA) learning of children was investigated as a function of age, stimulus-type, and mode of elaboration. Sixty nursery school children (average age 53 months) and 60 first graders (average age 84 months) were selected as subjects. Each child studied nine pairs of objects, photographs, or drawings for two trials of PA learning by…

The effectiveness of prephonic training between kindergarten and first grade levels as a tool for acquiring reading skills was explored throughout the public school system in the city of New Bedford, Massachusetts. A sample population of 260 kindergartners was identified as having potential learning difficulties by the results shown on the…

The purposes of this study were to determine the effects of Minicourse 18 on the development of 27 specific teacher behaviors related to teaching reading decoding skills by a group of inservice and preservice teachers of primary grade children, and to determine the effects of the teacher training upon pupil performance in reading. Minicourse 18…

This paper examines the letter recognition difficulties of 322 primary grade students with decoding problems. Each student was asked to name all of the lower case letters, which were presented in non-alphabetical order. Each response was accurately recorded to determine which letters were taken for others. All responses were then tallied, and an…

The purpose of this study was to compare the ability to pronounce synthetic words of children who learned to read by methods emphasizing early, intensive phonics instruction with the ability of children who learned to read by methods utilizing delayed and less intensive phonics instruction. The sample was selected from among second, third, and…