When 23 commonly taught phonics rules were analyzed in terms of consistency and complexity, it was determined that only nine appeared to be useful. (Includes a table showing the consistency of the generalizations.) (HOD)

Rebuttal to an article by Montare, Elman, and Cohen (in a previous issue of this journal) which the author claims used an incorrect model of learning to analyze his research. (HOD)

Investigates the effect of teaching kindergarten children orthographic analogies based on onset and rime units. Finds that analogy training specifically based on onset-rime units is an effective method to assist children as they move into reading, benefiting children differently depending on their prior segmentation level. (SR)

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

Examines the importance of consistency of letter-sound patterns in beginning reading instruction. (HOD)

Argues for a reevaluation of the unexamined, unacknowledged assumption that narrative or story is primary--that children's abilities to understand and compose stories precede their capabilities to understand and use nonstory, informational written language. Finds that children were just as successful in reenacting the information books as they…

This study shows that illustration is effective in learning of both simple and complex stories of both long and short length thus arguing against the hypothesis that illustration adds to cognitive load. (HOD)

First grade children were the subjects for this investigation which focused on the role of meaning in the learning of sight vocabulary. (HOD)

Examines the development of knowledge of orthographic structure among beginning readers by testing their ability to discern which word in a pair looked most like a word. (HOD)

Provides an alternative explanation of the divergent findings appearing in the literature on conceptual tempo and reading acquisition. (HOD)

Describes an experiment designed to determine whether beginning readers read with fewer oral reading errors if the reading materials have content directly related to the reader's existing cognitive structure. (HOD)

Illustrates a strategic-process perspective toward reading skill development, discusses cognitive research related to early reading processes, and relates the perspective to a variety of research on the early reading period (grades one to six). (JM)