Twenty-eight first grade children were taught letter-sound correspondences according to massed and spaced formats. Used a paired associated format that required the children to produce the appropriate sounds in response to visually presented letters. (HOD)

The intent of this study was to rank order various types of simple regular words according to decoding difficulty. (HOD)

Reports on a study that examined the abilities of first and second grade pupils to read true and altered spellings of words they had either previously read correctly or had misnamed. (HOD)

Studies the graphemic-phonemic associations that are formed during the acquisition and subsequent retention of beginning reading responses and evaluates the heuristic value of viewing the formation of these associations as a classical conditioning response. (HOD)

Reports a study testing the effect of minimal contrast among word forms commonly found in beginning reading instruction. (TO)

Finds that low-income, inner-city children who had a phoneme awareness intervention program in kindergarten, followed by a first-grade reading program emphasizing phoneme awareness and the alphabetic code, remained significantly ahead of control children at the end of first grade in terms of both invented spelling and standard spelling. (SR)

The purpose of this investigation was to determine if beginning readers with accelerated sight word vocabularies would identify more functional spelling patterns than beginning readers not making the same progress. (HOD)