This paper reviews some recent research on the component skills necessary to learn to read by phonic techniques. The review is divided into four sections, each relating research on one of the skills necessary for novel word decoding. The four skill areas are: (1) learning invariant grapheme-phoneme correspondences; (2) relating the isolated letter…

Selected by the International Reading Association's Committee on Psycholinguistics and Reading, the papers in this volume were first presented at the 1968 IRA Preconvention Institute: (1) "Reading Is Only Incidentally Visual" (Kolers) suggests that the teaching of reading should move away from the purely visual; (2) "Some Thoughts on Spelling"…

Words were used as the stimulus factors to test the two-stage reading process. The first stage is a decoding stage in which the words are perceived and translated into an acoustic code, and the second stage is a semantic matching stage in which words were categorized into three phonological factors (word length, vowel complexity, and regularity)…

This report describes the development of a Literacy Assessment Battery (LAB) for determining the relative efficiency with which adults can comprehend language by reading or listening. Development of the LAB included: the tryout with adults of two listening and reading tests designed for children; experimental studies of a decoding task involving…

Proposes a method, based on dependency theory, for teaching reading in the foreign language classroom. Examples are provided for English, German, French, and Norwegian. (AM)

Concludes that beginning reading instruction organized around a phonic decoding model effectively teaches beginners how to decode novel (untaught) words, and that sound blending is important in this process. (RL)

Two types of poor readers are identified and compared with each other and with a comparable group of good readers for performance on a series of metalinguistic tasks. The specific problem underlying each of the two types of poor readers is shown to be related to two separable components of metalinguistic skill. (Author/LMO)

Reports three studies indicating that context has little effect on high school students' ability to infer the meaning of unfamiliar words. (HTH)

Summarizes good reading research published in journals during 1986, focusing on studies that deal with reading comprehension, prior learning, and word recognition. (SRT)

Investigates the effect of reading ability on graphically and contextually constrained oral reading errors of fourth grade readers at differing degrees of reading difficulty. Indicates that, at both low and high levels of difficulty, better readers relied on contextual information and poor readers relied more on graphic cues. (MS)

Determined that mildly handicapped students need an average of 46 repetitions in context for a word to be recognizable on a word recognition test. Also found that low imagery words require significantly more repetition and that high imagery words are as learnable in isolation as in context. (SKC)

A major focus in reading difficulty is lack of automaticity in decoding, which overloads the attentional system, leads to the use of small, meaningless visual processing units such as the individual letter, places heavy demands on short-term memory, and interferes with comprehension. Techniques for diagnosis and remediation are noted. (Author/JW)

Using kindergarten subjects, a study examined whether prereaders learned better with visual cues while novice readers learned better with phonetic cues. (HOD)

This news digest issue, which accompanies a bibliography titled "Learning Strategies for Students with Learning Disabilities", focuses on two promising interventions for students with learning disabilities: helping students develop their use of learning strategies and helping them develop their phonological awareness. In the first…

The seventh edition of this book, like previous editions, is designed to give busy reading specialists, teachers, and students in reading education specific, concrete methods for locating and correcting reading difficulties. The book stresses the importance of direct instruction, motivational learning activities, and abundant practice in the act…