Students in grades 1-6 who were part of the norming sample for the Kaufman Test of Educational Achievement took both a word identification task, Reading and Decoding, and a spelling test. Each word in both tests was coded for linguistic components: number of phonemes, consonant blends, vowel digraphs, consonant digraphs, r-controlled vowels,…

"Verbal atom cracking," according to Kenneth Burke, entails a process where the reader reconstructs what the writer has constructed--a necessary process before the reader can begin deconstructing. Foregrounding opposites, rather than looking for apposites, may not be the best way to approach discourse that covers especially esoteric…

This literature review provides support for the idea that subtle anatomical and functional deviations in the brain correlate with specific types of reading disorders. It finds evidence that symmetry or reversed asymmetry in the plana temporale may be associated with difficulty in acquiring sound/symbol relationships. Studies are reported to show…

Seventeen deaf adults and 17 hearing controls participated in three experiments to determine the use of morphemes by deaf Ss as a unit of analysis in reading English. Ss were asked to circle pairs of words with related meaning, divide a derivationally complex word into its component parts, and choose words that best complete sentences. Among…

Reading is a process that bridges the distinction between perceptual and cognitive processes but the formalisms of the information processing approach to the study of reading apply most naturally either to models assuming a series of noninteracting stages of information processing or to a set of independent parallel processing units. This paper…

In the most adequate psycholinguistic model of the reading process the proficient silent reader decodes directly from graphic surface structure into deep structure, with no decoding into oral surface structure. Three cue systems used by all proficient readers include graphic cues (letters and words), syntactic cues (the grammatical arrangement of…

Prepared to guide the nonprofessional in helping another person learn to read, this book consists of systematic phonics for the remedial or beginning reader. Some of the pages in the book are addressed to the tutor and some to the learner. Introductory material includes descriptions of reading, the teacher, phonics, tools used in learning to read,…

This study deals with the ability of the beginning reader to recognize the relationships between isolated letter sounds and the same sounds embedded in a word context. The subjects were 64 prekindergarten children attending six private preschools in the Los Angeles metropolitan area. The subjects were all Caucasian and spoke a standard English…

In a series of six experiments, undergraduate college students visually imagined letters or words and then classified as rapidly as possible the imagined letters for some physical property such as vertical height. This procedure allowed for a preliminary assessment of the temporal parameters of visual imagination. The results delineate a number of…

Modality research is of major importance to the field of reading; it has directed attention to three factors: intersensory transfer, intersensory perceptual shifting, and modal preference. This paper provides a critical review of the most pertinent research relating each of these factors to reading achievement. No attempt is made to review studies…

Two of the objectives of the field test of Minicourse 18, (teaching reading as decoding) are discussed: (1) the measurement of changes in teacher and related pupil behaviors and (2) comparisons of the effects of four reteach treatments. The main field test of the course was conducted with 63 teachers in two inner city and two suburban sites. The…

Examines the importance of consistency of letter-sound patterns in beginning reading instruction. (HOD)

The occurrences of beginning reading strategies outside of official classroom reading time reveals that children are more advanced in reading development than is generally assumed from the curricula, the materials, and tests usually given to first graders. (JD)

Discusses problems in finding a place for logic in a model of reasoning and develops a conception of an overall model, one of whose components is strictly logical in nature. A new view of the logical function of "if-then" is proposed, then the logic is developed, and its relation to standard propositional logic is established. Also discusses…

Reports on a longitudinal study which found that letter-naming speed was strongly associated with subsequent progress in reading for kindergarten children but not for second grade children. Suggests that code emphasis should not be overlooked in beginning reading. (ARH)