Discusses the role of word recognition in reading comprehension. Defines seven strategies for word recognition--configuration, dictionary analysis, syllabication, structural analysis, sight words, context clues, and phonetic analysis--and provides activities for teaching each. (JPB)

Raises problem of affective acceptance by teachers and student teachers of psycholinguistic formulations appearing to run counter to intuitive notions of the reading process. Presents three psycholinguistic formulations operationalized via several modified reading experiences. Demonstrates use by the reader of multiple information sources and…

This review focuses on areas of converging evidence concerning the importance of phonological awareness and the corresponding curricular and instructional implications for diverse learners. Five areas of converging evidence are identified: (1) phonological processing ability explains significant differences between good and poor readers; (2)…

Describes two models of childrens' literacy acquisition developed by research psychologists. Argues that these models make practical sense by embodying within them the notion that children use a combination of top-down and bottom-up processes to solve the problems of how to read. (RS)