Measures of print knowledge were compared across preschoolers with hearing loss and normal hearing. Alphabet knowledge did not differ between groups, but preschoolers with hearing loss performed lower on measures of print concepts and concepts of written words than preschoolers with normal hearing. Further study is needed in this area.

Ten functionally nonreading subjects were quickly taught letter-sound associations by an object-imaging-projecting method utilizing 26 actual objects found around the home, each object having a name whose beginning sound is a letter sound, and having a form very similar to the letter form. (Author/DB)

Investigated were the effects of three instructional procedures emphasizing distinctive features on the alphabet letter discrimination of 32 moderately retarded children. (Author/CL)

Compared was the relative effectiveness of a phonetic approach (Distar) and use of a special alphabet (Johnny Right-to-Read) to reading instruction for 24 second grade children with low levels of reading readiness. (Author/SBH)