Investigates the properties affecting the time taken to read individual words and to discriminate between words and non-words. (Editor/RK)

This study, using the Visual Pattern Recognition Test for Prereading Skills, found that beginning readers improve in word recognition if they are given training in identifying essential components of letters. (HOD)

Evaluates a flash card computer program designed to increase reading decoding speed with a sample of 55 8- to 12-year-old Dutch poor readers, using a pretest-training-posttest control group design. Finds that after eight weeks children in the training group improved substantially in decoding speed on pseudowords practiced and on untrained…

States PUSH-UPS was developed to align Title I lessons in a pullout setting with the developmental reading program. Analyzes effects of PUSH-UPS and no PUSH-UPS on decoding, vocabulary knowledge, and story recall with five grade 3 subjects. Finds that PUSH-UPS increased decoding ability in four of the five subjects; improved recall occurred for…

Attempts to demonstrate that a complete description of elliptical coordinations can be obtained only if the uses of elliptical and nonelliptical coordinations are investigated also. Future research on elliptical coordinations should be directed towards more full-scale analyses of the genres discussed here and other genres. (31 references) (CK)

Two experiments showed increased use of orthographic rime correspondence in nonword reading tasks from second to fourth grade, with no further increase from fourth to sixth grade. The use of orthographic rime correspondences in reading ambiguous non-words was more strongly associated with word-level reading skills than was the use of…

This article finds that two aspects of phonological working memory, phonological coding and phonological recoding, appear to be important elements in the relationship between phonological working memory and phonological awareness. It suggests an approach to training in phonological awareness and reports an intervention study in which phonological…

Fourteen adults who stuttered and 14 adults who did not participated in a self-paced word-by-word reading experiment. Results indicated that the two groups were not different with respect to speed of word identification but that persons who stuttered retrieved semantic information more slowly than those who did not stutter. (Author/PB)

Examines the influence that oral language deficits exert on children's ability to learn to read and to develop reading skills. Discusses evidence that points to deficient phonological awareness as the variable that best discriminates children with reading delay. The effects of deficit phonological awareness are described. (Author/CR)

Explores longitudinal effects of television viewing on 1,050 Dutch children's reading comprehension, causal mechanisms that underlie these effects on reading comprehension, and longitudinal effects of television on decoding skills. Surveys children three times at one-year intervals. Suggests that television viewing inhibited development of reading…

This article takes a brief look at the research on using letter-sound blending and word-family reading instruction for teaching word recognition to students with reading difficulties. It then examines the effectiveness of combining these two methods. Ideas for implementing both methods in the special education setting are included. (Contains…

Examines the interrelationships among different enabling skills among children in Latvian kindergartens, and considers how various enabling skills (phonemic awareness, naming, and short-term memory) contribute to explain unique variance in early reading acquisition. Concludes that phonemic awareness seems to be the paramount skill related to…

Examines the relations among phonological awareness, short-term memory, orthographic ability, contextual information, and reading skill in a study of 60 functionally illiterate adults enrolled in Adult Basic Education programs and a group of elementary-school children. Concludes that adults seem to be relying less on phonological decoding, which…

A study examined test-retest reliability, practice effects, and relations among normed measures of word identification and spelling and experimental measures of achievement and reading-related cognitive processing in 78 children (ages 6-8) with reading disabilities. There were strong relations between normed measures of decoding and spelling and…

Presents a study designed to measure to what extent secondary school students' ability to guess the meanings of words in isolation is related to guessing words in context. Finds similarities between strategies used in isolated and contextual situations, but the students also made effective use of context. (MG)