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)

An encoding algorithm uses empirically determined confusion matrices to activate units in an alphabetum and a lexicon to predict performance of word, orthographically regular nonword, or irregular nonword recognition. Performance is enhanced when decisions are based on lexical information which constrains test letter identity. Word prediction…

Examines the development of knowledge of orthographic structure among beginning readers by testing their ability to discern which word in a pair looked most like a word. (HOD)

Reports that kindergarten children were aided in learning to use the alphabet when additional cues to distinguish the letters were provided in the immediate letter background. (FL)

Reviews the research on the initial teaching alphabet (i/t/a), the sources of conflict and misunderstanding involving its use, and its future in reading instruction. (FL)

Examination of reversal errors made by 203 Black and 198 White normal first graders indicated that reversals on items with semantic content correlated very highly with reversals on items with figural content. Each type of reversal item was equally effective as a predictor of end-of-first-grade reading achievement. (Author/SJL)

Reports on an investigation of the role of letter and order information in lexical access, using an interference paradigm in a lexical decision task. (Author/AM)

Examines the extent to which preschool children are aware of and acquire the phonemic structure of the spoken word. Tests 4-year-old nonreaders, assessing product name reading ability, knowledge of the alphabet, rhyme skills, and explicit phonemic awareness ability. Finds subjects acquired knowledge of the alphabet before they showed explicit…

Posits that alphabet books might be one connection between success in phonemic awareness tasks and high levels of alphabet knowledge. Gives three treatments to different groups of prekindergartners. Finds that all groups gained in print concept and letter knowledge, but the conventional alphabet group gained most in phoneme awareness. (PA)

This article highlights ideas, adaptations, and strategies that have been effective for educators teaching students with visual impairments. Strategies are shared for teaching the concepts of left and right, using alphaboxes for teaching the alphabet, using CDs for Braille reinforcement activities, and using a lawn compass to teach orientation.…

Followed beginning readers to examine phonological skill influences. Found segmentation strongly correlated with attainment in reading and spelling at end of first year. Also found that letter name knowledge predicted both reading and spelling skill and showed interactive effect with segmentation. Finally, found that by end of second year, rhyming…

Four experiments examined whether letter names at the ends of words are equally useful as letter names in the initial position. Findings indicated that 4- and 5-year-olds derived little benefit from such information in reading or spelling, although adults did. For young children, word-final information appeared to have less influence on reading…