Results of two studies of elementary school and college students indicate that the processes of automaticity and speed in recognizing the meanings of familiar printed words take slightly different developmental courses. However, the most rapid changes in both measures occur prior to second grade. (PCB)

This study investigated the relative importance of semantic, grammatical, phonological, and rapid naming abilities in predicting word identification skills in 200 children (grades 1-6) using correlation, factor analysis, multiple regression, and predictive outcome analysis techniques. Composite measures of these abilities correlated significantly…

As the first title in the new series, "New Directions in Communication Disorders Research: Integrative Approaches", this volume discusses a unique phenomenon in cognitive science, single-word reading, which is an essential element in successful reading competence. Single-word reading is an interdisciplinary area of research that incorporates…

Describes two experiments that examined word recognition processes of second, fourth, and sixth graders. Shows that older children use meaning frequency to narrow the amount of information kept active following word recognition. (HOD)

Two experiments investigated the effects of preceding sentence context on the naming times of sentence completion words in third-grade children and college students. In the first study subjects were shown incomplete sentences with four types of target words: best completions; semantically and syntactically appropriate, but less likely completions;…