Two experiments are reported which investigate the process of converting written English into speech. (Author/RM)

One of the concerns of the present study was to determine the effects of Right and Wrong items under conditions that do not reduce the opportunity to rehearse the Right items in practice. (Author/RK)

Reports a study of the conditions under which a monosyllabic word contained in a larger word can be used as an aid in pronunciation and identification of the word. (TO)

Research supported in part by the Japanese Ministry of Education. (DD)

Research supported by the National Science Foundation and the Office of Naval Research. (DD)

Research supported by grants from the National Science Foundation, The National Institutes of Health, The American Philosophical Society, and The Fulbright Commission. (DD)

Research supported by a grant from the National Institute of Child Health and Human Development. (DD)

Revised and corrected version of an earlier paper. (DD)

Revised version of a paper given at the 83rd Meeting of the Acoustical Society of American, April 18-21, 1972, Buffalo, New York; research supported by a grant from the National Institute of Child Health and Human Development. (DD)

Numbers drill as an approach to the introduction of language instruction. (RS)

Orthographic distinctiveness was defined as those structural characteristics of a word which make it physically unusual, interesting or distinctive. Difficulty of pronunciation was found to be one characteristic of such orthographically distinctive words. (Author/FWB)

Exact analysis of an experiment involving children from the ages of 4 to 12 learning three new articulations revealed that most of the articulation learning took place on the second attempt with relatively moderate improvement in subsequent trials, thus placing the value of repetition in articulation learning in question. (FB)