This report describes two preliminary studies (a pilot study involving 11 children and a main study involving 24 children) that examined letters chosen in the spelling of nonsense words to determine whether children with learning difficulties in spelling exhibit systematic ways of spelling. The studies showed that phoneme-grapheme grammars differ…

To examine the relationship between spelling and reading using full graphemic cues, a study administered tests of oral reading, verbal IQ, reading comprehension, knowledge of letter-sound correspondences, and spelling achievement to 47 fifth-grade students. In addition, data was collected relative to gender and time spent reading outside the…

The Mhong Language Council's 1982 conference had as its objectives: (1) a compromise spelling system to accommodate both White and Blue Mhong pronunciation; (2) simplification of the current Mhong spelling system; (3) review of approaches to the expression of foreign concepts in Mhong; and (4) adoption of capitalization and punctuation conventions…

Recent research has shown that spelling-to-sound correspondences in English are less irregular than has been thought in the past and that a large percentage of irregularities consists of irregularly spelled words which recur in various derived and compound words. In order to determine the degree to which irregularities occur in multiple-derived…

During the spring of 1971, a study was made of early reading responses of four, five, and six year olds in a Finnish preschool in order to discover clues to the onset of reading when beginning reading instruction focuses on a phonetic approach and when the language (Finnish) has a highly phonetic regularity. Sixty-two children were tested,…

Included in this book are sections dealing with: (1) some clinical experiences with poor readers; (2) the history of the letters "H" and "T," the biology of righthandedness, the silent "E," and code vs. meaning; (3) the irregular spelling of English words and differences between vowels and consonants; (4) the silent "E" at the end of words,…

This study investigated the relationship between letter-sound ability and general reading ability in Israeli Hebrew and explored the value of letter-sound ability as a predictor of later reading success. The subjects were 130 children in primary classes in two Israeli public schools differentiated by socioeconomic status (SES). Stimuli were 31…

The purpose of this study was to determine the development of four specific letter-sound patterns from second through sixth grade: invariant consonants, long and short vowels, "c," and"g." A 69-item list was presented to second-, fourth-, and sixth-grade subjects in one of two random orders. Oral responses were tape recorded, transcribed by…

Assuming that although the pre-operational child generates syntactic utterances, it cannot be inferred that he can comprehend the process of analyzing or synthesizing words or utterances as specimens, it would follow that trying to teach pre-operational children to read by decomposing words or sentences, on the assumption that words and the…

Thirty third graders, divided into three equal groups, were used to determine the extent to which good, average, and poor readers depend upon two types of reading cues--graphic features of word and of context. To hold error quantity differences constant, materials were chosen at different levels of vocabulary and syntactic difficulty. Each subject…

Reports on a study that examined the abilities of first and second grade pupils to read true and altered spellings of words they had either previously read correctly or had misnamed. (HOD)

Studies the graphemic-phonemic associations that are formed during the acquisition and subsequent retention of beginning reading responses and evaluates the heuristic value of viewing the formation of these associations as a classical conditioning response. (HOD)

Results of a study of early reading responses of young children in a Finnish preschool challenge the belief that grapheme-phoneme regularity is a critical factor in beginning reading. (JM)

Reports two experiments supporting the hypothesis that with reading experience, children identify the systematic relationship between pronunciation and orthographic structure and utilize that knowledge in the pronunciation of unfamiliar words. (HTH)

Concludes that the regularity effect is phonologically, not orthographically, mediated; that good readers use a predominantly phonological strategy in lexical decisions, while poor readers do not; and that for the best readers-spellers, orthographically and phonologically irregular words have a special status, allowing them to gain fast and…