In an absolute frequency judgment task, 130 sixth graders received either high-frequency (Hi-F), low-frequency, high-meaningfulness (Lo-F/Hi-M), or low-frequency, low-meaningfulness (Lo-F/Lo-M) words selected from the 1944 Thorndike-Lorge list. Subjects were asked to either pronounce the words aloud, listen to the examiner prounounce the written…

This guide reflects the definition of reading as a complex intellectual act involving a variety of behaviors to decode and comprehend printed symbols and is intended to help the teacher be aware of all the skills within each dimension of the reading act. The reading skills are described in terms of learner behavior and a criterion reference is…

This book is written for preservice and inservice teachers to explain basic theory of modern traditional word analysis programs and to supply suggestions and guidelines for classwide and small-group instruction in the various components of word analysis. Chapter 1 deals with ways of utilizing context clues to help children develop their…

Designed for use by prospective elementary school teachers and teachers currently involved in reading instruction, this book is a programed text on the fundamentals of decoding--phonemic and morphemic analysis--using both mastery learning and reviews of each lesson and each section. The sections deal with vowel phonemes, long vowel…

A child faced with an unknown word in oral reading or oral language has available a number of potential cues, including syntactic and semantic features. His errors may reveal strategies based on the use of some but not all cues. In order to assess the similarity of responses to oral reading and oral language, 75 children in grades 1-3 were…

The relationship between the reflection-impulsivity dimension, a dimension of cognitive style, and selected aspects of oral reading behavior was investigated in this study. Fifteen impulsive and fifteen reflective average readers were selected from a population of 109 second graders. Measures of intelligence and reading comprehension were…

The pattern of errors of second grade pupils in reading isolated words was analyzed, particularly with respect to reversals of letter sequence and letter orientation. These occurred in significant quantity only among the poorer readers in the class. The two types of reversals were uncorrelated and, therefore, cannot reflect a single process.…

This volume, a revision of "Phonics and the Teaching of Reading," is designed to offer practical help to teachers, especially in the area of phonics. Attention is given to the influence that linguistics has had on reading over the last decade and to those features of linguistics that have affected phonics methodology and instructional materials.…

In order to understand the process of reading, it is important to determine how strings of letters are perceived. This study tests the hypothesis that units of visual perception may include pairs of letters and perhaps even high-frequency, monosyllabic trigrams (three-letter sequences). Participants were asked to report the names of either single…

Reading is a process in which interactions between the surface and deep structures of the language bring about understanding.

Analyzes possible reasons for decoding errors. (MKM)

In the generative model of learning with understanding, reading comprehension occurs when readers actively construct meaning for text. On two experiments with 488 sixth graders, learning time was held constant across all treatments. The combination of inserted paragraph headings and instructions to generate sentences about paragraphs approximately…

Gives specific ideas for encouraging students to be flexible in their approach to decoding words. (MKM)

Presents five basic decoding patterns which can be applied in a linguistic approach to teaching reading or spelling. (JM)

A review of the Decoding Skills Test, used to identify first- through fifth-graders with developmental dyslexia and to provide a profile of decoding skills for researchers of dyslexia, concludes that the test is useful for examining decoding competencies and evaluating the skill deficiencies of students known to have difficulty reading. (CB)