Analysis of variance applied to measured working times indicated that the Flesch takes significantly longer to use than Automated Readability Index and the Fog Count. (RB)

Describes two systems used in identifying the content structures of a number of passages of approximately 600 words, and discusses the implications of the research for developing future instructional materials. (RB)

Demonstrates that many three- and four-year olds' attempts to read familiar print are highly organized, and indicate attention to graphic detail in some contexts. Also concludes that letter name knowledge alone does not explain children's shift from using meaning-oriented strategies to using both meaning and print-oriented strategies. (JAD)

Examines (using a variety of measures for assessment) the development of print awareness in urban, Black preschool children of a wide age range enrolled in a day-care setting. Finds that Black children prior to kindergarten entry have begun to acquire some concepts about written language. (MM)

Uses hierarchical regression logic to isolate the relationship between wide reading and reading-related language development in 122 fourth graders. Finds that higher levels of wide reading were associated with stronger listening comprehension ability. Finds indirect evidence to suggest that wide readers may be increasing their listening…

Reviews the evidence for alternative explanations of the underlying system of English orthography and discusses their feasibility as a basis for teaching young beginners. (HOD)

Analyzes first grade children's perception of written word boundaries after a year of reading instruction, concluding that children have little idea what words are after their first year of instruction. (RB)

Investigates the process involved in acquiring word knowledge from written context in prereading kindergarten children. Analyzes children's readings of picture books to identify patterns of vocabulary growth. Concludes that children learned lexicogrammatical information incidentally through exposure to written context. (MM)

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)

Concludes that a substantial number of children in inner-city early grades do not comprehend the basic nature of the writing system, even at the end of one year of reading instruction with a phonics-oriented method. (RB)