This study investigated a child's development of the concept that a word is a unit used to express meaning. Thirty children, selected at random from grades one through six, were chosen from a school where no exclusive method of teaching reading was used. Each child participated in two tasks. First, a list of nouns was presented in written form and…

There are basically two different models for the word recognition process. One model postulates that a reader primarily uses sound/symbol cues to recognize a word; a second model states that a reader focuses mainly on whole-word characteristics. To determine which model best fits beginning and adult readers, a multiple regression analysis was…

Research investigating vocabulary and comprehension achievement, intelligence quotients, and reading error analysis indicates that dependence on within-word (intraword) characteristics is more important for beginning reading success than is reliance on between-word (interword) analysis. (CJ)

Submits that children recognize their first words in a different way than they later decode. Compares the hypothesis that sight words are recognized as wholes to the hypothesis that sight words are recognized as parts. Finds support for the idea that first words are recognized by "selective association." (BS)

Artificial symbol-word correspondence in a simple paired associate learning task were used to determine whether disabled readers have a general problem dealing with complex and/or irregular rule systems. The performance of 36 normal readers and 36 disabled readers in grades 4 through 7 was compared. Disabled readers had IQ scores of 87 or above…

Reports on a study that suggests that eight- through ten-year-old disabled readers may differ from normal readers, both in their ability to recall sequences of letters and in their ability to shorten the recall task by perceiving recognizable spelling patterns as meaningful groups. (GW)

The study investigated the effects of attentional deficits on the relative preferences for associative, acoustic, and orthographic attributes in word recognition by 45 learning disabled children in grades 2, 4, and 6. (Author/PHR)

The developmental course of children's automatic extraction of meaning from printed words is recharted by using a Stroop-type recall task. Results confirm that, after a year of practice with reading material, children do automatically extract meaning from a single printed word. (GK)

Examines the role of prior intention and knowledge in the comprehension of "forget" by young children. Results reveal that children initially have two interpretations of "forget": an unfilled desire and a state of not knowing. Discusses explanations for the late comprehension of "forget" in terms of representation of knowledge and intention,…

Some tips can assist teachers in guiding each pupil to achieve more optimally, with respect to the ability to read well and reading comprehension. Among these 10 specific tips are: (1) teach individualized phonics in context; (2) assist the student to read in proper thought units by covering up words in sentences for clarification; (3) assist…

Investigation of associations between learning-disabled children's ability to repeat pseudowords and their performances on other measures of phonological processing and academic achievement found that repetition ability was more closely related to reading and spelling skills than to mathematics achievement, while measures of phonological skills…

To help children develop a concept of "words," this document introduces parallels from languages other than English so that children, especially those learning English as a second language, can become aware of similarities across languages and recognize links between their first language and English. Answers to questions often asked by…

Stressing language development as the prime component of all learning, this resource book presents suggestions to teachers to aid them in developing children's descriptive language. Basic to the described activities is the concept that vocabulary development is essentially concept development, requires a variety of experiences, and results from…