Although often viewed as a "hit and miss" affair, spelling pronunciation is in fact capable of patterning and may yield profound phonological effects: the restructuring of the underlying form of morphemes within an orthographic paradigm and the blocking of synchronic phonological rules. (HOD)

Examines colloquial contractions (spelling variants such as "kinda" and "hafta") against a background of other variations in the English writing system with respect to their morphological identity, characteristic spelling patterns, and significance in print. Divides variants into those that are independent of speech variation…

Examines patterns (and their internalization) of regularity underlying English orthography, graphic representations of specific phonemes in different environments, reactions of literate native speakers to correctness of different correspondences in these situations, and reactions of these informants to recognition tests involving alternative…

The results of experiments conducted with college-age subjects point to analogy and generalization as the most likely mechanisms for transferring spelling/sound correspondences in the absence of knowledge of the existence of the correspondences. (GT)

Examines evidence supporting the view that speech recoding is necessary prior to lexical access, explores an alternative view (that speech recoding occurs in working memory), describes an experiment suggesting that meaning analyses during reading can occur without speech recoding in working memory, and discusses models of reading. (GT)

Reports on research indicating that the results of a study conducted by D. D. Johnson and R. L. Venezky (reported in the Summer 1976 issue of this journal) are not generalizable to nonproficient adult readers, suggesting that the vowel cluster pronunciation preferences of adult readers vary as a function of reading competency. (GT)

Finds a significant positive relationship between fourth-grade students' reading ability and their ability to make appropriate decisions about English spelling. Suggests how classroom practice might be modified to facilitate children's understanding of orthographic structure. (FL)

Findings of experiments conducted with two groups of 12-year-olds--ten good spellers and ten poor spellers, all of equal reading achievement--suggested that the poor spellers were proficient at going from print to meaning but were impaired at converting print to sound. (GT)

Employs a well-developed information-processing task to assess the nature of the representation and activitation of letters and geometrical figures and the changes that occur with reading development. (FL)