In one Oswego, New York school, a study showed no significant differences in spelling or spontaneous writing for children taught different alphabets in beginning reading. (DR)

Points out that i.t.a. is not without inconsistency and that the central difficulty lies with the schwa sound. The teaching of high frequency words containing the schwa (the, a) as exceptions seems advisable. Tables and bibliography. (RW)

Offers guidelines for helping children produce their own alphabet books. (FL)

Computer programs to protect a home computer from tampering by a preschool child, while at the same time providing practice for the child in character and shape recognition, are given. (TG)

Small graphic changes made in normal letters of the alphabet changed the similarity relations among those letters. Children and adults classified letters of this distinctive font faster and with fewer errors than they did normal letters. Relations between letters in the stimulus set determined how difficult any particular letter was to classify.…

Many students learn the English alphabet, but cannot spell in English. A series of suggestions are made regarding the early introduction of spelling and how to improve the ability to spell. (Text is in German.) (IFS/WGA)

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)