Children's pronunciations of vowel clusters in synthetic words were analyzed in relation to common English words containing the same vowel clusters. Subjects were 436 elementary students of both high and low reading levels from a suburban, an urban, and a rural community. Conclusions of the study, reported in Part 2, were (1) pronunciations more closely parallel common words as children progress through the grades; (2) sex differences are not significant; (3) better readers deviate less from correspondences in common words than do poorer readers; (4) suburban children tend to parallel more closely correspondences in common words than do urban and rural children; (5) principle pronunciations in word types relate more closely to children's pronunciations than do those in word tokens; (6) contextual environment and word position seem to influence pronunciation. Discussion of the statement and rationale of the problem, the procedures for selecting vowel clusters, and the procedures of the study are given in Part 1, RE 003 626. Appendixes are found in Part 3, RE 003 628. Tables are included. (VJ)