Rebuttal to an article by Montare, Elman, and Cohen (in a previous issue of this journal) which the author claims used an incorrect model of learning to analyze his research. (HOD)

This study explores the effectiveness of different methods of presenting words to children of both lower and upper-middle socioeconomic backgrounds. (HOD)

Argues that many studies using dictionary-sampling methods to estimate vocabulary size are misleading (generally too high) principally because the definition of a word is too liberal. Finds that the average number of different words known by a college student is 16,785. (MG)

Uses picture-word interference tasks to examine the relationship between reading achievement and the automatic recognition of familiar and less familiar words and pseudowords. Finds that achieving and nonachieving fourth-grade readers show similar automatic recognition of both familiar and less familiar words. (MM)

Examines the effect of graphic, phonological, and graphic-and-phonological information on Chinese character identification by 22 Mandarin-speaking Taiwanese graduate students. Finds that graphic information plays an essential role in Chinese character identification, while phonological information does not enhance the accuracy of identification.…

The transfer phenomena observed in adults do not universally generalize to the pre-reader and training in phonic blending is necessary in order for phonic-letter training to yield positive transfer to a word-reading task. (RB)

Examines the strong vs the weak relationships between word recognition in isolation and in context hypotheses. (HOD)

Evaluates empirically a skill-oriented approach to teaching word attack such as that prescribed by the Wisconsin Design for Reading Skill Development with the desired outcome of functional reading ability. (HOD)

Study examined causal priorities between comprehension subskills in three types of readers and found that for most readers word meanings do serve as building blocks of paragraph meaning.

The purpose of this study was to determine the effectiveness of matching modality aptitudes to classroom-based reading instruction. (RB)

Presents tables of initial and final letter clusters for use in psychological experiments as well as in the teaching of reading. (HOD)

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)