Analysis of the Rinsland vocabulary list indicated that while the list was dated, it was more than adequate for purposes of classroom instruction. (RB)

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

Lists 334 words that three frequently used word lists have in common. Of these, 137 are phonically consistent and can be taught using phonics while 197 should be taught by sight-word techniques. (TJ)

Offers a definition for "prefix," contrasts the definition with those found in several reading series, discusses the pedagogical relevance of this definition with reference to problems found in these reading series, and indicates reasons for reevaluating conclusions drawn from previous research on the teaching of word analysis skills. (Author/TJ)

Proposes feature analysis, which actively involves students in the learning process, capitalizes on their experiential backgrounds, and uses context as a means of teaching sensitivity to word connotations. (FL)

Concludes that when children learned confusable words, their subsequent learning of words was at a faster rate than those children who learned nonconfusable words first, and that high imagery words were learned more quickly than low imagery ones. (FL)