This study aimed to examine (a) the developing interrelations between the efficiency of reading individually presented words (i.e., isolated word recognition speed) and the efficiency of reading multiword sequences (i.e., word list and text reading fluency); (b) whether serial digit naming, indexing the ability to process multi-item sequences,…

Purpose of this study was to ascertain the efficiency of the first letter mnemonic as a memorization strategy. (Authors)

Three experiments with 220 undergraduates generating or exposed to misspellings between two successive spelling tests indicated that experience with misspellings can be detrimental to subsequent performance. People may store multiple spelling versions of some words. Techniques using incorrect spellings are questionable methods of teaching or…

Two experiments were performed with college students to study memory monitoring during the learning of word lists. Both experiments suggested that successful monitoring to decide which items were already encoded did not occur during presentation of material but was restricted to recall trials. (Author/BS)

The prediction of an interaction between cue type and grade was not supported in the present experiment. (Authors)

Reading disabled children were given direct instruction on a medial vowel sound, practice on monosyllabic words containing the sound, and specific transfer training on nonsense syllables. Word attack strategy was varied for the five treatment groups. The initial bigram strategy yielded significantly better performance on transfer words. (Author/BW)

A direct-instruction approach to computer-assisted instruction is proposed, with the corrective feedback paradigm. Features of the paradigm include adaptive feedback techniques with discrimination training and increasing ratio review. An experiment where 102 undergraduate students learned English-Japanese (transliterated) word pairs demonstrated…

This study attempted to answer two questions: should variable or constant grapheme-phoneme correspondence be introduced initially and should paired-associate or conceptual training be used in initial training. (Author/RK)

Experiments conducted to test theoretical formulations in verbal learning which have suggested a strategy for teaching a vocabulary list of foreign plus English word pairs. (MB)

It was observed that whereas in the average IQ level, the high-SES sample did better than the low-SES sample in short-term memory, this was reversed in the low IQ level. (Authors)

Mean ratings for the 487 words, rated on eight semantic differential rating scales and factor scores for fifth-grade children are included, together with emotionality, imagery, and concreteness ratings by college subjects. (Author)

Performance on a battery of tests of vocabulary words by 72 college students was compared as a function of whether the prior instruction involved presenting material in an organized or scrambled fashion. Organizing vocabulary words during study facilitated performance in categorizing, processing for understanding, or producing a word. (SLD)

Mirror-image animal and nonanimal words of three to six letters were presented to subjects in a reaction time categorization task. A significant interaction of Word Length X Block was found for words presented over all four blocks. A shift from component to holistic processing was found for the repeated words. (Author/RD)

Proactive interference (PI) build-up and release from PI were used to study automatic conceptual encoding of superordinate and subordinate category lists in low-socioeconomic status (SES) Black children and middle-SES White children (grades 2 and 4). (Results for each population on the three category lists are described). (GDC)