Shows how older, largely context-free models of reading and its instruction became changed into a multidimensional, context-dependent orientation toward written language and the reading process and concludes with suggestions for using a variety of contextual strategies to increase reading comprehension. (HOD)

This brief focuses on the word identification strategy component of the Strategic Instruction Model (SIM) and reviews recent research showing the effectiveness of this strategy for secondary students with disabilities. The word identification strategy is intended to help struggling readers decode and identify unfamiliar words and is based on the…

This research brief highlights key findings from a study that is a subset of a larger study being conducted jointly by NCSALL's John Strucker and Kentaro Yamamoto and Irwin Kirsch of the Educational Testing Service (ETS). This study builds on the proposition that a reader's comprehension performance is largely determined by his or her abilities in…

This book provides the tools classroom teachers need to determine which children lack the phonological awareness skills needed to become successful readers as well as to pinpoint deficiencies and address various needs. The book's unique features include the following: a comprehensive assessment that measures children's phonological awareness…

Reports a study testing the effect of minimal contrast among word forms commonly found in beginning reading instruction. (TO)

Investigates the extent to which phoneme and grapheme-phoneme contrasts between English and Spanish are associated with word decoding problems in Spanish speaking adults who are early readers of English. (FL)

Discusses a sequential, three-stage model of how nonliteral expressions are understood, as proposed in recent linguistic, philosophical, and psychological studies. Testing the model's implication that nonliteral meanings of sentences are ignored whenever literal meanings are plausible, finds evidence that both meanings are processed simultaneously…

Teaching suggestions and game ideas are presented for teaching basic and more advanced decoding in the primary and intermediate grades. This article is one of four in this issue that comprise the Teacher's Reading Seminar 1979. (SJL)

Reports on a study in which 12 Asian children's performance in reading aloud a story to their teacher was recorded, transcribed, and analyzed. Draws tentative conclusions about strategies used by children in learning to read a second language. (GT)

Phonemic awareness tasks are identified: sound-to-word matching, word-to-word matching, rhyme recognition, isolation segmentation, counting sounds, blending, deletion, and substitution. Methods for teaching segmentation and blending, the most cortical tasks, are discussed. (Author/CP)

Guidelines for working with remedial braille readers in the areas of attitude/motivation, mechanical skills, decoding skills, and comprehension are provided. Lists of suggestions are presented in each of the areas. (PHR)

Five experiments are described that detail both the structure of lexical representations accessed in visual word recognition and the method of parsing words in order to access these representations. The results support a system of lexical access that is not mediated by phonological encoding. (SW)

Examines the relationships among accuracy and latency of word recognition and comprehension by nonfluent readers and whether component letter or holistic processing was used in word recognition by these same readers. (HOD)

The results of experiments conducted with college-age subjects point to analogy and generalization as the most likely mechanisms for transferring spelling/sound correspondences in the absence of knowledge of the existence of the correspondences. (GT)

Bilingual subjects' decoding of texts in mixed language requires no more time than their decoding of material in homogeneous language. Bilingual speakers appear not to command two separate lexical lists, but only one basic internal dictionary consisting of the lexical items they have learned for both languages. (DB)