Presents tables of initial and final letter clusters for use in psychological experiments as well as in the teaching of reading. (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)

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

Describes several studies examining how children become skilled at processing graphic cues. Reports that prereaders do not acquire graphic skills by learning to read signs and labels in their environment. Concludes that mastery of letters is required for processing graphic cues. (MM)

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)

Investigates whether prereaders who knew all their letters are better at forming logographic access routes than letter-sound access routes into memory from words read by sight. Concludes that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues the letters…