Descriptor
| Letters (Alphabet) | 3 |
| Reading Research | 3 |
| Cognitive Processes | 1 |
| Comparative Analysis | 1 |
| Connected Discourse | 1 |
| Elementary Education | 1 |
| English | 1 |
| Hebrew | 1 |
| Layout (Publications) | 1 |
| Reading Ability | 1 |
| Reading Instruction | 1 |
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| Visible Language | 3 |
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| Journal Articles | 2 |
| Information Analyses | 1 |
| Reports - Research | 1 |
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Peer reviewedShimron, Joseph; Navon, David – Visible Language, 1980
English and Hebrew native speakers read texts mutilated by removing strips at the top or bottom of lines. Reading English texts was impaired more by mutilating the top, but the reverse was found for Hebrew texts, due to the different ways information is distributed along the vertical axis of Roman and Hebrew letters. (Author/GT)
Descriptors: Comparative Analysis, English, Hebrew, Letters (Alphabet)
Peer reviewedVenezky, Richard L. – Visible Language, 1975
Concludes that letter-sound learning, word recognition, and reading ability do not appear to be affected by letter-name instruction. (RB)
Descriptors: Elementary Education, Letters (Alphabet), Reading Ability, Reading Instruction
Peer reviewedHaber, Ralph Norman; Haber, Lyn R. – Visible Language, 1981
Reviews work on three areas of visual information that are available to readers: information provided by the conventional arrangements of the print on the page, by the features of each letter, and by the shapes of entire words. (HOD)
Descriptors: Cognitive Processes, Connected Discourse, Layout (Publications), Letters (Alphabet)
