A study of the constraints on word recognition errors (miscues) readers make when reading a passage printed conventionally and one printed in a regularized orthography such as the initial teaching alphabet (i.t.a.) was undertaken with 50 second-grade students divided equally between children taught according to the orthographies being studied. The…

Three main issues relating to the question of silent speech in reading are considered: (1) How do Chinese speakers process Chinese ideographs in short-term memory? (2) How is Chinese students' learning of written English affected by the transition to an alphabetic language? (3) Are the strategies for encoding written words in short-term memory…

As part of a two-year project that examined the processes by which children initially approach the reading task, a study was devised to test the project's materials and procedures. Selected by a pretest, four kindergarten children, with no prior reading instruction, were taught the same reading content using the initial teaching alphabet for a…

As part of a two-year project that examined the processes by which children initially approach the reading task, the second phase of a preliminary study was devised that modified the pretest, the instructional modes and format, the sequence and amount of information presented in the instructional sessions, and the procedures for testing and…

Summarizing the final phase of a two-year project that examined the processes by which children initially approach the reading task, this report presents both general and individual findings derived from the analyses of the children's performance over the course of a year. The first section discusses the following general topics related to the…

Four paradoxes appear in research on learning to read: (1) the ability to name letters is a good predictor of reading readiness, yet letter-naming training does not help children learn how to read; (2) visual discrimination is often better in poor readers than in good readers; (3) learning to read two languages is easier than learning to read one;…

The symposium theme of "Today's Child and Learning to Read" provides the focal point for the 12 papers included in this volume. Each is concerned with an individual area of reading and the relevance of that area to the needs of today's students. Nearly half the articles deal with specific current approaches to reading instruction and their…