Shows that an errorless discrimination training (EDT) group made significantly fewer errors during instruction in learning the letters of the alphabet than did a reinforcement-extinction group. (RB)

Reports a study intended to examine whether there is a relationship between reading ability and the size of the visual units attended to during visual word processing. Concludes that both good and poor readers read holistically but that poor readers are deficient in analyzing a word's components. (JAD)

Concludes that there is a marked dimensional preference shown in most children by kindergarten, that there are relationships between dimensional dominance and letter matching, and that children program from color dominance to form dominance and then to mixed responding. (Author/RB)

Examines the development of knowledge of orthographic structure among beginning readers by testing their ability to discern which word in a pair looked most like a word. (HOD)

Documents children's acquisition of the following critical aspects of alphabet knowledge: letter recitation, naming, printing, and association of letters with sounds and words. Finds that performance improved with age and at different rates for different tasks. Finds no sex differences. (SR)

Indicates that the teaching of rhyming words is the most efficient initial presentation of consonant-vowel-consonant words for beginning readers. (RB)

Presents a sequence for teaching letters based on graphic features; initial and final frequency; the order children learn pronunciation; the ease they can learn to copy, write, and name letters; and phonological differences among sounds letters represent. (TO)

Investigates whether prereaders who knew all their letters are better at forming logographic access routes than letter-sound access routes into memory from words read by sight. Concludes that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues the letters…