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McNinch, George – Reading Research Quarterly, 1971
Suggests that preinstructional evaluation in the areas of mental age, auditory memory, letter names, and the use of context-auditory clues would aid in making predictive, diagnostic judgments as to later reading achievement. (VJ)
Descriptors: Auditory Discrimination, Auditory Perception, Cognitive Development, Context Clues
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McCann, Edward – Reading, 1970
Descriptors: Beginning Reading, Evaluation Needs, Initial Teaching Alphabet, Literature Reviews
Downing, John – Elementary English, 1970
Descriptors: Beginning Reading, Concept Formation, Discovery Learning, Initial Teaching Alphabet
Gotkin, Lassar G.; Eisman, Mary – NSPI Journal, 1969
Descriptors: Academic Ability, Alphabets, Difficulty Level, Disadvantaged Youth
Bruininks, Robert H.; And Others – Elem Sch J, 1970
Results of the study seem to suggest the presence of general deficits in the auditory receptive and vocal expressive abilities of poor reading disadvantaged children, who learned to read using the initial teaching alphabet series rather than the traditional orthography approach. (Author)
Descriptors: Disadvantaged, Grade 1, Initial Teaching Alphabet, Listening Comprehension
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Adams, Gary L.; And Others – Perceptual and Motor Skills, 1982
The effectiveness of tangible and social reinforcement with and without positive practice on the remediation of letter reversals in a 20-year-old severely retarded male was investigated. Tangible reinforcement plus positive practice increased accuracy of letter recognition which was generalized and maintained seven and ten months after training.…
Descriptors: Adults, Case Studies, Followup Studies, Learning Activities
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Haber, Ralph Norman; Schindler, Robert M. – Journal of Experimental Psychology: Human Perception and Performance, 1981
Subjects instructed to circle misspellings while reading prose were less likely to detect misspellings in function than in content words. Misspellings that changed the shape of a word were more likely to be detected. It is not clear whether differences between function and content words are due to familiarity or redundancy. (Author/RD)
Descriptors: Adults, Error Analysis (Language), Function Words, Language Patterns
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Stewart-Lester, Krista J.; Lefton, Lester A. – Journal of Experimental Psychology: Human Perception and Performance, 1981
High frequency words typed in normal and alternating case were presented tachistoscopically in the fovea and parafovea to children and adults. Dependent measures were percentages of letters and words correct. Few differences between age groups were found. Serial position curves also showed similarities across grades in the parafoveal information…
Descriptors: Age Differences, Context Clues, Elementary Education, Eye Fixations
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Kaufman, Nadeen L. – Perceptual and Motor Skills, 1980
After a brief historical (Orton) and theoretical (Gibson) look at the phenomenon of reversals, two groups of studies are reviewed and evaluated. The first group involves neurological and psychological factors associated with reversals such as age and training. The second relates reversals to reading disabilities and to future reading achievement.…
Descriptors: Age Differences, Elementary Education, Etiology, Letters (Alphabet)
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Durrell, Donald D. – Reading Research Quarterly, 1980
Provides information concerning the value of letter names in the teaching of reading and spelling. Presents specific discussions about the importance of letter names to prereading phonics abilities, the phonemic values in letter names, and the use of letter names in word analysis, semantic word recognition, and semantic spelling. (MKM)
Descriptors: Beginning Reading, Elementary Education, Letters (Alphabet), Phoneme Grapheme Correspondence
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Butler, David C.; Miller, Leon K. – Developmental Psychology, 1979
Twenty-four elementary school children ranging in age from 7 to 10 years identified tachistoscopically presented arrays varying in length and degree of orthographic constraint. (Author/MP)
Descriptors: Academic Ability, Age Differences, Elementary Education, Elementary School Students
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Cohn, Marvin; Stricker, George – Journal of Learning Disabilities, 1979
To examine the association between reversal errors and neurological disorders, 409 first graders were asked to name the letters of the lowercase alphabet presented in fixed, nonalphabetical order. (Author)
Descriptors: Cognitive Processes, Elementary Education, Error Patterns, Exceptional Child Research
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Olson, D. R. – Cognition, 1996
Claims that writing systems that constitute a species of graphic systems, such as pictures and charts, are distinctive in that they bear a direct relation to speech. Argues that writing serves as a model for various properties of speech including sentences, words, and phonemes. Concludes that literacy contributes to conceptual structure of…
Descriptors: Alphabets, Graphs, Language Processing, Reading Ability
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Hetzroni, Orit E.; Shavit, Pnina – Education and Training in Mental Retardation and Developmental Disabilities, 2002
A study compared the use of mnemonic strategies in using pictures for enhancing acquisition of the form and sounding of Hebrew letters by students (ages 10-15) with mild mental retardation. Results indicate that the students who were taught the mnemonic strategies learned significantly more letters than controls. (Contains references.) (Author/CR)
Descriptors: Children, Elementary Secondary Education, Foreign Countries, Graphemes
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Richman, Howard B.; Simon, Herbert A. – Psychological Review, 1989
This study showed that the Elementary Perceiver and Memorizer (EPAM) can explain letter recognition phenomena earlier simulated by the connectionist Interactive Activation Model of word perception. EAPM, a model of learning and recognition in the form of a computer program, has previously explained many aspects of learning and perception. (TJH)
Descriptors: Cognitive Processes, Comparative Analysis, Computer Simulation, Computer Software
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