Investigates whether or not the strategies used in pronouncing unfamiliar (pseudo) words changed as a function of developmental level. (HOD)

Uses picture-word interference tasks to examine the relationship between reading achievement and the automatic recognition of familiar and less familiar words and pseudowords. Finds that achieving and nonachieving fourth-grade readers show similar automatic recognition of both familiar and less familiar words. (MM)

Examines the importance of consistency of letter-sound patterns in beginning reading instruction. (HOD)

An acquisition model of decoding is proposed to explain the kinds of errors children make as they try to read. (Author)

Presents tables of initial and final letter clusters for use in psychological experiments as well as in the teaching of reading. (HOD)

Replicates an earlier study that concluded that skilled comprehenders were relatively unaffected by whether a word was known. (HOD)

Contrasts good and poor readers' text recall while listening and while reading aloud to determine if poor readers have a decoding problem, a comprehension problem, or both. Finds no significant difference in listening comprehension between good and poor readers for either easy or difficult texts. (MM)

Presents the results of two matching-to-sample experiments using color cues in Consonant-Vowel-Consonant stimulus words with kindergarten to third grade subjects. (RB)

The intent of this study was to rank order various types of simple regular words according to decoding difficulty. (HOD)

Concludes that the ability to detect small differences in pairs of pictures, letters, or words does not change beyond grade 3, but the ability to recognize sound-alike words improves through the grades. (RB)

Discusses several factors of reading ability and their interrelationships at elementary, secondary, and college levels. (TO)