A discussion of methods for assessing students' use of cognitive reading strategies provides suggestions for what to look for, including decoding dysfluency and cognitive strategies used in nonreading contexts, and a three-part approach to conducting such an assessment. (MSE)

Compares use of two decoding strategies in fifth-sixth grade normal and dyslexic children, and younger normals reading-aged-matched to the dyslexic students. Finds dyslexics lag behind age-matched normals in use of both strategies, and behind reading-age-matched normals in use of analogies, but not rules. (RS)

Results of two experiments involving kindergarten and first grade students indicate that oral blending of dictated sounds into consonant-vowel-consonant words was markedly and significantly better when no pauses intervened between sounds than when pauses of one or three seconds intervened. Interactions between pause interval and word familiarity…

A sample of 133 Spanish children (ages 8 to 13) was classified by IQ and reading level and given a lexical processing task. The study found that IQ did not explain differences between learning-disabled (LD) or nondisabled (NLD) children in lexical processing. Lexical and sublexical parameters had a greater influence on LD students than NLD…

Examined whether children with reading problems could be taught to use multiletter patterns in word decoding. Testing used practiced words and similar and dissimilar nonpracticed words. Found that all types of practice were beneficial for the recognition of practiced words transfer to the reading of novel words appeared only when graphemic and…

Elaborates the view that phonological recoding, or print-to-sound translation, is a self-teaching mechanism enabling learners to acquire the orthographic representations necessary for visual word recognition. Discusses developmental properties of phonological recoding, reviews evidence on the importance of cognitive abilities underlying the…

This study used computer word games to train 35 dyslexic readers (mean age 13 years) in automaticity (speed and accuracy) of word recognition. After training, reaction time on the word vocalization and sentence comprehension tasks improved significantly for both trained and untrained stimuli. Results support the automaticity hypothesis. (DB)

After reviewing previous research on the acquisition of vocabulary through contextual clues, research carried out with 429 students in the upper grades of an Italian elementary school is discussed. (12 references) (CFM)

Presents a group-guided invented-spelling instructional strategy called "Making Words" which teachers can use with beginning readers to develop their ability to spell words and to apply this knowledge when decoding during reading. Discusses how to plan and teach the strategy. Describes two sample lessons, and explores why the strategy works. (PRA)

Maintains that practitioners have a goldmine of evidence upon which to design effective educational programs for beginning and problem readers. Outlines current knowledge of the beginning stages of reading acquisition for both normal and problem readers and relates this knowledge to current language arts curricular practices. (BS)

Submits that children recognize their first words in a different way than they later decode. Compares the hypothesis that sight words are recognized as wholes to the hypothesis that sight words are recognized as parts. Finds support for the idea that first words are recognized by "selective association." (BS)

Explains the use of experimental poetry forms for decoding practice to help develop reading skills in elementary school students. The use of computers for word processing capabilities is discussed; seven forms of poetry are described; and results are examined in terms of motivation and the development of literacy. (four references) (LRW)

Discusses three children who successfully learned phonics in three very different instructional settings (conventional, whole language, and tutoring in a learning center). Notes that the children developed in similar ways, yet at different rates; the teachers nudged the learners toward literacy development; and writing was a part of the curriculum…

Investigates the relationship between the reading comprehension and information processing strategies of fluent oral readers of Oriya (a language spoken in India) orthography. Notes that Oriya has some significant differences from English orthography. Finds that good comprehenders were relatively more intelligent that the poor comprehenders and…

Presents a case study of three reading-disabled children. Concludes that pronunciation and comprehension skills are two dissociable components of the reading process and follow separate courses of development. Suggests that the question of whether poor readers are also deficient in language comprehension depends on the types of disabled readers…