The pattern of errors of second grade pupils in reading isolated words was analyzed, particularly with respect to reversals of letter sequence and letter orientation. These occurred in significant quantity only among the poorer readers in the class. The two types of reversals were uncorrelated and, therefore, cannot reflect a single process.…

In order to understand the process of reading, it is important to determine how strings of letters are perceived. This study tests the hypothesis that units of visual perception may include pairs of letters and perhaps even high-frequency, monosyllabic trigrams (three-letter sequences). Participants were asked to report the names of either single…

Reading is a process in which interactions between the surface and deep structures of the language bring about understanding.

Reports a study indicating that decoding speed and spelling are distinguishing factors in reading comprehension, but that differences in comprehension cannot be attributed solely to differences in decoding speed. (HTH)

Commonalities and differences in the processing mechanism of analytic reading in English and Chinese orthography are compared. Although the phonological processing route is more prominent in English and the morphological route in Chinese, certain processing routes may be implicated in reading disorders. (Author/DB)

Twenty fifth- and sixth-grade normal and disabled readers learned the meaning and pronunciation of unfamiliar words varying in length and in letter-sound regularity and complexity. Naming accuracy and latency were more strongly related to both regularity and complexity for disabled readers. (Author/BS)

States that beginning reading instruction must not be perceived as an either/or phenomenon, as either strong adherence to the code devoid of meaning, or the reverse. Teachers should teach the code and meaning at the same time. (MKM)

Suggests teaching a compare/contrast method of word identification rather than teaching syllabication rules to decode words and describes research investigating this technique. (MKM)

Ten college-aged dyslexic students performed significantly poorer than 10 controls on 2 measures of phonemic awareness: reading of nonsense words, and a phoneme reversal task. Results suggest that, although the dyslexic subjects had improved their reading skills, a deficit remained in their ability to process phonological information quickly and…

This study, with 38 9-year-old poor readers and 40 reading age-matched normally achieving readers, examined qualitative differences in poor readers relative to normally achieving readers of the same reading level. Results suggest that poor readers have worse grapheme phoneme conversion skills and greater reluctance to relinquish the lexical route…

There is a paucity of Vygotskian influenced inner speech research in relation to the reading process. Those few studies which have examined Vygotskian inner speech from a reading perspective tend to support the notion that inner speech is an important covert function that is crucial to the reading process and to reading acquisition in general.…

Concludes that the ability to detect small differences in pairs of pictures, letters, or words does not change beyond grade 3, but the ability to recognize sound-alike words improves through the grades. (RB)

A limited analysis of alternative approaches to phonemic-level word attack instruction is provided in this document. The instruction segment begins with training in letter-sound correspondences for which mastery of certain skills is assumed. Instruction ends with the decoding of novel items having a consonant-vowel-consonant construction. Contents…

The purpose of this research was to explore the level of perceptual processing being used by normal and educable mentally retarded beginning readers. The investigation tested the hypothesis that beginning readers show a positive relationship between word length and word recognition latency, implying serial processing. Data on accuracy and latency…