Analysis of the distributional properties of non-syllabic vowels within word boundaries in Italian demonstrates: the role of phonological constraints on the distribution of non-syllabic words; the syllabification possibilities within each type of sequence by setting up a structural model; and the phonemic occurrences in vowel sequences collected…

Research literature is reviewed that shows a relationship between phonemic skills and learning to decode written words. Several tests that can be used to assess phonemic skills are described. The role of the school psychologist in screening and monitoring kindergarten and first grade children for possible deficits in phonemic skills is discussed.…

Describes three experiments that examined the processing of speech by dyslexic readers. Compares their performance with that of age-matched and reading-ability-matched controls. Shows that dyslexics have difficulty with the nonlexical procedures involved in verbal repetition. (HOD)

Two experiments evaluated whether picture mnemonics help prereaders learn letter-sound associations. Pictures integrating the associations were compared with disassociated pictures and a no-picture control group. Children taught with integrated mnemonics learned more letter-sound associations and more letter-picture associations than the other two…

Finds a significant positive relationship between fourth-grade students' reading ability and their ability to make appropriate decisions about English spelling. Suggests how classroom practice might be modified to facilitate children's understanding of orthographic structure. (FL)

Presents a case study in which an adult student with prediction strengths needed graphophonic skills. Discusses two remedial strategies. (FL)

This manuscript is the outcome of the first year of a two-year project designed to explore what works in reading instruction for students who are highly mobile. The project includes several components. The first was to conduct an extensive literature review to identify what is already known (the focus of this document). In addition to the…

Noting that phonemic awareness has been identified as an essential skill that prepares children for reading, this book contains 130 phonemic awareness activities suitable for small-group learning in preschools, prekindergarten programs, Head Start programs, child care centers, and home-based programs. Reflecting the teaching strategies of the…

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…

This 15-minute videotape describes the NewPhonics program, a developmentally appropriate program specifically for kindergarten and pre-first grade that fosters the skills necessary for early literacy learning. The video addresses the two necessary skills that children must possess to experience success in the early stages of literacy learning:…

This study compares the vowel-sound associations of normal and learning disabled children on regularly spelled (major pattern) words, irregularly spelled (minor pattern) words, and nonsense words following the same orthographic structures. The 60 subjects were matched on word recognition ability, as well as age. (Author/PN)

Concludes that fourth-grade children were able to apply more phonics terms than they could define and that high ability readers could define more terms than could low level readers. (FL)

The study investigated the phenomenon of invented spelling in the original composition of 10 first grade and 10 second grade native Spanish speaking children enrolled in a bilingual program. From an examination of over 200 pieces of writing, categories of spelling have been suggested and examples of each are given. (Author/NQA)

Jorm did not, as Ellis (TM 504 892) implies, propose that developmental and acquired phonemic-deep dyslexia are functionally equivalent. Rather, Jorm identified functional similarities. Most of Ellis' criticisms are irrelevant because they are directed at this equivalency. (Author/CP)

Spanish-English bilingual and English monolingual children imitated Spanish and English lexical and syntactic constructions. Lexical items contained "high risks" phonemes. Sentence constructions emphasized plurality, possessiveness, and adjective-noun word order. Monolingual and bilingual children did not differ on English imitations; bilinguals…