Concludes that letter-sound learning, word recognition, and reading ability do not appear to be affected by letter-name instruction. (RB)

Concludes that it is possible to determine the strategies that beginning readers use for translating print into speech, and translation strategies are influenced significantly by the class instruction. (RB)

Supports the hypothesis that the skilled reader of modern English relies upon the orthographic and syntactic-semantic information that is stored within the brain in order to read efficiently, reinforcing the assumption that reading is a highly cognitive process. (RB)

Compares four reading formulas to determine how well each of them predicts success among a population of 733 fourth and fifth grade students. (RB)

Concludes that a higher incidence of oral reading errors is associated with close proximity to unknown words. (RB)

Examines the results of the Schools Council study in Britain on children's reading habits and interests, concluding that the results need to be acted on if the reading of British children is to be improved. (RB)

The study found that the children who were reading using an experience story approach had a sight vocabulary 22 percent greater than the basal group readers. (JH)

Describes three tests with college-aged students to investigate whether females and males read phonetically or visually and if the difference is sex-related. (GS)

Reports on a survey examining the occurrence, definitions, and inferred meanings of technical vocabulary in the professional literature on decoding. (RB)

Examines the relationship between reading skills and academic success among college students. (RB)