Emerging literacy is a developmental process which is closely tied to the child's developing cognitive processes. The interaction of memory and emerging literacy can be discussed in the context of Marie Clay's Reading Recovery model. Memory types, encoding and retrieval, strategy use, and executive control/expectancies are components of cognitive…

A study investigated whether instruction in spelling would affect acquisition of the alphabetic strategy by beginning readers. Subjects, 28 beginning first- and second-graders of average or above-average intellectual ability in whole language classrooms, participated in small group training for two 20 minute periods a week for 6.5 months.…

With the exception of transfer-type experimental designs, none of the statistical methods proved satisfactory for isolating reading subskills. (RB)

Supports the position that because of improved conditions and communication in society children are ready to learn earlier than they were in the past. (RB)

Preliminary theoretical explanations for visual analysis of stimuli are offered in terms of bilateral nervous systems, handedness and reading, and perceptual strategies. (RB)

Reports on a study comparing the nouns in the Dolch word list with four recently published word lists to determine which nouns are most frequently used. (RB)

Presents a brief analysis of the arguments for teaching standard English and those for a bidialectal approach to beginning reading. (RB)

A study (replicating a similar 1977 study by S. Stotsky), examined whether current basal series teach prefixion clearly. Teacher's guides, student texts, and workbooks of nine popular basal reader series were examined to ascertain whether they offered a clear definition of the term "prefix" and whether that definition was reinforced by…

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…

Reports the reading achievement during grades one through four of children who participated in a two-year, pre-first grade language arts program. (RB)

Explores the relationship between the cognitive area of reading and selected developmental aspects of symbolic play among first-grade males. Results indicate that advanced readers have attained an equilibrium between assimilation (play) and accommodation that results in their advanced reading performance. (Author)

This study hypothesizes that while the mental age most effectively predicts reading readiness, deficits in information processing at the automatic level decrease the efficiency of the prediction. Conclusions support this hypothesis. (Author/HMV)

The authors suggest that how a child learns is as important as what he learns. The school psychologist can help determine the most suitable methods of teaching for those students who are having difficulty learning, and pupil instruction can then be individualized. (HMV)

After a brief historical review of the development of basic reading materials and controlled vocabularies, a study to determine the percentage of Dolch words in four recently published basal reader programs is reported. The percentages provided help in determining whether the Dolch list is still viable. Results revealed that words on the Dolch…

A multisensory program for teaching beginning reading is described. (JH)