Discusses the rules for correct alphabetization for languages and in automated alphabetization the rules for what must be done as well as what must not be done. (Author)

Compares the effects of ITA and TO instruction; based on Auguste's master's thesis, Queens College, New York, n. d. (RD)

Advocated is an experiment for testing a new initial alphabet which maximizes the pattern differences between characters without the use of new symbols. (KW)

A description and analysis of one of the world's first illustrated textbooks for teaching young children. (RA)

An assessment is made of the initial teaching alphabet method of teaching reading 10 years after its introduction. (DB)

Describes a computer program to help young children learn about the alphabet and about the location of alphabet keys on computer keyboards. Includes a complete program listing. (Author/JN)

In three experiments, this study addressed two basic questions about the detection of multiletter patterns: (1) How is the detection of a multiletter pattern related to the detection of its individual components? (2) How is the detection of a sequence of letters influenced by the observer's familiarity with that sequence? (Author/BW)

In three experiments, subjects read passages and circled misspelling in them. Results support the unitization hypothesis that common words are normally read in units larger than letters but are read in letter units when misspelled. (Author/CP)

Outlines a game which requires students to identify and use letters of the Latin alphabet. The game consists of three steps in that: (1) students must correctly identify letters; (2) after "winning" a letter, groups of students use them to build words; and (3) from the words, students add other words to construct complete sentences. (PJM)

Subjects learned meanings for 16 invented words and practiced categorizing each word according to its meaning. Each word appeared consistently in either script or uppercase type. Subsequently subjects categorized words in both versions; at first, categorization was slower for unfamiliar versions. Subjects relied on both configuration information…

Evaluated the effect of training to improve letter-naming speed on beginning reading skills with 39 first graders. Results show that trained students demonstrated significantly faster letter-naming speed as compared to untrained peers. However, this difference did not lead to a significant difference in overall measured reading skill. (RJM)

Reexamines whether probands and affected relatives in dyslexia families reverse easily confused letters more frequently under experimental conditions than normal readers from the same families and whether they show unusual facility in reading geometrically transformed text. Indicates that young dyslexia students reverse easily confused letters…