Contains five lists of objects beginning with the letters "A" through "Z" which provide examples of ways to stimulate all five of a child's senses. (DD)

Examines, within a single experiment, whether the conditions exist for drawing a valid inference about the possibility of a word losing its meaning through either visual satiation or visual "and" verbal satiation. Evaluates research by Fillenbaum (1964) and Esposito and Pelton (1969). (Author/RK)

Letterforms provide a natural and useful medium for teaching visual awareness, creativity, and many basic art education ideas to young children. (HOD)

Describes a study of writing in grades one through eight designed to identify types of misspellings, to determine at what grade level problems emerge, and to identify developmental changes in the kinds of errors committed. Found that students' spelling improved over nine years but concludes that spelling is essentially self-taught. (JAD)

Examines the possibility of creating the Russian character set using a "programerless" authoring language, SuperPILOT, which allows a teacher or a learner to produce and use the Russian alphabet with no programing skills. (Author/CB)

Reports an experiment on the rapid naming of printed letter strings by third- and fifth-grade Yugoslavian children. As is consistent with previous experiments on adults, the phonologically ambiguous form of a word or pseudoword was named much more slowly than the phonologically unambiguous form. (Author/BE)

Compared two teaching strategies, delayed-prompting and fading, for teaching the most easily confused letters and numbers to preschoolers (N=39). The results indicated that children who received discrimination training using delayed prompting made fewer errors on the posttests for the letters and numbers mastered than did children taught via…

Research studies how visual information and redundancy contribute to letter and word identification. (Authors)

Three experiments are described which were designed to explore the usefulness of the three principles of abbreviation and to examine the effects of certain stimulus variables. (Authors/CB)

Part 1 appeared in the October-November 1971 issue of Yelmo." (DS)

A strategy developed in Bulgaria for instruction in the Russian alphabet is described and discussed, and instructional materials are listed. The technique, based on suggestopedic methods, teaches letters not separately but as parts of words and sentences, and no comparisons are made with the Latin alphabet. (MSE)

Two experiments examined the perceptual processing of letters embedded within one- and two-syllable words and visually similar nonwords. Results suggest that (1) the size of compelling perceptual units seems limited, and (2) unit size is not necessarily related to the correspondence between letter order and pronounceability. (Author/BW)