Although a feature detection theory of pattern recognition is consistent with many recent physiological findings, the specific rules governing the perception of the distinctive features of letters have not yet been determined. This article presents two new experimental procedures for determining these rules. (Editor)

This article discusses the role of neurological damage in the form of lesions, as it relates to alexia. (Text is in French.) (CLK)

Examines the influence of letter-name instruction in beginning word recognition. Children who received letter-name instruction learned words phonetically spelled with letters included in instruction significantly better than other words. Children receiving comprehension instruction performed significantly better on visually distinct word…

This study examined the validity of letter-name fluency and nonsense word fluency (NWF) measures as indicators of early reading skill with 39 kindergarten children who were tested again in first grade. Evidence supportive of validity was found for both measures, with NWF receiving the strongest support and both fluency measures more sensitive than…

Presents some examples of bilingual and Spanish materials that can be prepared in the classroom based on current practical theories on the teaching of literacy. Describes ways to incorporate the alphabet into bilingual activities. Considers the use of an illustrated songbook. (SG)

Argues that direct instruction can be democratic when the content comes from the pupil. Argues that minimal reading achievement levels result from using text-centered, behavioral-objective-based, criterion-referenced, and profitable commercial reading programs. Asserts that students' writing improves when they internalize the alphabet. (RS)

Accuracy of letter identification and latency of reaction time were studied as a function of retinal position in 19 dyslexic adolescents. Dyslexics did not show higher performance scores in the peripheral visual fields but did have longer reaction times in all experimental conditions. (SLD)

This paper examines the importance of handwriting instruction, through discussion of four issues: (1) whether handwriting should be taught directly outside other writing contexts; (2) slanted versus traditional manuscript alphabets; (3) use of a beginner's pencil and wide lined paper; and (4) the use of self-regulation procedures within the…

Proposes four subcategories of alphabet books for use in upper elementary classrooms: enumerative, juxtapositional, narrative, and artistic. Characteristics of each type are described that encourage different kinds of reader involvement and examples of classroom uses and strategies are suggested for specific titles. (LRW)

Two studies compared the effectiveness of alphabet principle training only versus combined alphabet principle and syllable awareness training with at-risk spellers (grades 2 and 3). Differing results suggest use of a two-tier early intervention model in which first the alphabet principle is taught and applied and then the following year children…

Finds that children's ability to identify and label the letters of the alphabet and to write their own name at school entry were the most powerful predictors of successful reading by the end of the year. Finds a weaker, but still positive, relationship between understanding the conventions of print and reading achievement. (RS)

First grade students (n=221) were tested on measures of verbal fluency, visual attention, phonological awareness, orthographic recognition, rapid automated naming (RAN) of letters and objects, and reading. Findings indicated that word reading was directly and significantly predicted by RAN letter naming and general RAN cognitive processing time of…

Examined manuscript letter writing skills of students in Grades 1-3. Three letter characteristics, grade, and alphabet fluency each made a significant contribution to the prediction of letter legibility after effects of other predictors were controlled. Letter legibility in turn made a significant contribution to the prediction of text legibility…

Notes that names are the first words most children write and that learning to write their name can be highly motivating for preschoolers. Addresses: why preschool children should be encouraged to write their names; organizing and facilitating the sign-in process at school; how children develop their ability to write their names; and the benefits…

This study examined the influence of phonological memory and rapid naming on the development of letter knowledge. Participants were 77 Dutch children, who were followed from the start of their first kindergarten year (mean age 4 years 6.8 months) to the end of their second kindergarten year. Phonological memory was assessed by a nonword repetition…