Reports an experiment on the rapid naming of printed letter strings by third- and fifth-grade Yugoslavian children. As is consistent with previous experiments on adults, the phonologically ambiguous form of a word or pseudoword was named much more slowly than the phonologically unambiguous form. (Author/BE)

Examines the processing of physical and nominal features of letters by children from grades 1, 2, and 6. Examines processing strategies in relation to reading ability. (BD)

A modification of Posner's letter-matching paradigm is employed to study the development of abstract visual and name codes for letters in second, fourth, and sixth grade students. (CM)

Kindergarten, second, and fourth grade children were asked to recall letter sequences on a task which required the use of a verbal strategy, a positional strategy, or either of the two strategies. (BD)

Three experiments examine the information extraction process in adults and elementary school children reading paragraphs or words. In experiments 1 and 2 subjects were presented paragraphs to read and to search for specified targets. In experiment 3 subjects were asked to judge whether briefly presented pairs of letters were the same or different.…

This study was designed to provide evidence concerning hemispheric independence in the visual modality of children and adults. Words and letters were shown either singly or in pairs. Hemispheric independence occurred more frequently among children when letters, as opposed to words, were shown. Results are discussed in terms of developmental models…

Discusses research on children's speed in identifying digits and letters in continuous lists and discrete trials. Latency for word identification and digit naming varied considerably. Naming speed contributed variance in reading skill independently of measures of phonological awareness. (Author/GH)

Explored the notion that children's difficulty in reading is a sign of a general inability to selectively attend to parts of perceptual wholes. Children and adults classified triads of spoken syllables and visual objects. Classification of speech was related to reading and spelling ability, but not to classification of visual stimuli. (BC)

Second and fourth graders and college students categorized one- and two-syllable words. Categorization response times for second graders were related to the number of letters in one-syllable words. Second and fourth graders had longer categorization times than college students for four-letter, two-syllable words. (BC)

Examines the development of word recognition skills of 80 school children (grades two-four). Good beginning readers rapidly learn to recognize high frequency words from visual input alone and simultaneously expand and consolidate spelling sound correspondences. Younger and poor readers rely more on phonological information in word decoding.…