A short-term recall task in which letters were spaced in different ways by distractor digits was used to separate aspects of primary and secondary memory processes and to permit examination of primary memory for position, order and item independently. Memory for order appeared derivative to memory for temporal position. (CHK)

Describes how alphabet books may be used to develop children's visual and verbal literacy. (DD)

Reports a study intended to examine whether there is a relationship between reading ability and the size of the visual units attended to during visual word processing. Concludes that both good and poor readers read holistically but that poor readers are deficient in analyzing a word's components. (JAD)

Precommunicative, semiphonetic, phonetic, transitional, and correct spelling are the developmental stages in the acquisition of spelling competency. Samples of children's early spelling patterns are presented. A system for classifying early spelling strategy is outlined. (DF)

Attempts to settle the question of whether reading units are ever larger than letters and considers the variables expected to influence the size of the reading unit. (Author/RK)

Concludes that there is a marked dimensional preference shown in most children by kindergarten, that there are relationships between dimensional dominance and letter matching, and that children program from color dominance to form dominance and then to mixed responding. (Author/RB)

This textbook is a first reader that includes exercises on phonetics and word-building, word grouping, introduction of phonic elements, the grouping or indentation of sentences, nursery rhymes, and the letters of the alphabet. Footnotes and references are provided for teacher's guidance.

The present experiment supports the hypothesis that the letter is the basic perceptual unit in letter, nonword, and word identification. (Author)

Kindergarten children were trained to make same-different judgments of either 2 or 4 standard figures under either 2 or 4 transformations before being transferred to a novel set of figures. (Editor)

Presents i.t.a. in a way that enables a teacher to learn the i.t.a. code individually and describes i.t.a. on the basis of American pronunciation. (TO)

Discusses what studies of i.t.a. throughout the past eleven years have revealed for teachers and researchers in the field of reading. (TO)

Report of the discussion "Histoire et structure de l'orthographe francaise" (History and Structure of French Spelling), January 12-13, 1973; special issue on orthography. (DD)

See FL 502 583 for the first part of this article. (RS)