The purpose of this study was to compare the variety, complexity, and frequency of reading behaviors of three groups of first grade students--students who discontinued from Reading Recovery (D-RR), students who did not discontinue from Reading Recovery (ND-RR), and students who never needed Reading Recovery (A-NRR). Students were asked to read…

Investigates differences among children in relative reliance on spelling-sound rules v word-specific associations in reading words. The tendency to rely on rules is correlated with ability to read regular words. Findings indicate that analogies and smaller-unit rules are used in the reading tasks. (JMB)

Assesses the role of the onset-rime structure in visual word recognition. Finds experiments 1 through 3 showed no evidence for the importance of onset-rime in children (2nd through 6th graders) or adults; experiment 4 with adults found onset-rime structure is important in oral reading. Suggests the onset-rime structure may be an important unit in…

Reviews recent psycholinguistic research to make a case for the importance of continual development of the semantic component of reading throughout the total reading process. (DD)

Introduces the articles in this special issue. Reviews research on linguistic processes in reading across orthographies. Concludes that these articles contribute to the understanding of factors affecting development of efficient reading in first and second languages; they also help to ameliorate the relative silence in the reading literature about…

Describes a study in which one of three neutral contexts inhibited word recognition, indicating that interpretation of context effects depends largely on the kind of neutral context employed. (HTH)

Two roles for phonological recoding, as a back-up mechanism used when visual word identification fails and as a self-teaching mechanism for visual word identification, are examined in view of research findings on development of reading comprehension and on the relationship of reading disabilities and phonological processing deficits. Teaching…

Contains a response to Harry Singer's comments (see EJ 217 553) about a previous article in this journal on focal attention by M. Arlin, M. Scott, and J. Webster (see EJ 206 153). Attempts to show that Singer's statements in the critique reflect some errors and misconceptions. (MKM)

Primary school children performed a discrete-trial Stroop task in which they named the colors of stimuli that either matched or did not match items that were being concurrently held in memory. Results indicated a developmental trend toward the color being named faster when the stimulus matched the item held in memory. (Author/HOD)

Investigates whether asynchrony of speed of processing between visual-orthographic and auditory-phonological modalities can account for word recognition deficits among dyslexic readers. Indicates that dyslexic readers were slower than control readers in most of the experimental tasks. Proposes a theory suggesting that asynchrony between the…

The purpose of this study was to determine the part of a word upon which first and fifth graders depend most in word recognition and to determine whether any change occurs between grades one and five. Fifty-six first grade students and sixty-three fifth graders were tested. The children individually read sixty words from flash cards presented by…

The basic purpose of this study was to determine the relation between word recognition and comprehension achieved when materials were read at various levels of readability. Also investigated were the lowest level of word recognition necessary to achieve a certain level of comprehension and the types of word recognition and comprehension errors…

Introduces the use of word sorts as a way of helping children categorize words in helpful ways. (TJ)

Good readers in grades 5 and 6 read material changed to include particular types of orthographic anomalies to determine if the perceptual unit in reading was the letter or some other unit larger than the letter. (HOD)

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