16
Views
15
CrossRef citations to date
0
Altmetric
Original Articles

Learning to Read: Theory, Research, and Practice

&
Pages 183-249 | Published online: 15 Dec 2014

REFERENCES

  • ANDERSON, JOHN M. The grammar of case: Towards a localistic theory. Cambridge, England: Cambridge University Press, 1971.
  • ANDERSON, RICHARD C.; SPIRO, RAND J.; AND MONTAGUE, WILLIAM E., eds. Schooling and the acquisition of knowledge. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1977.
  • ANCLIN, JOHN M. Word, object, and conceptual development. New York: W. W. Norton, 1977.
  • ASHTON-WARNER, SYLVIA. Teacher. New York: Simon and Schuster, 1963.
  • ATKINSON, RICHARD C. “Teaching children to read using a computer.” American Psychologist 29 (1974): 169–178.
  • ATKINSON, RICHARD C.. “Adaptive instructional systems: Some attempts to optimize the learning process.” In Cognition and instruction, edited by David Klahr. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1976.
  • ATKINSON, RICHARD C.; BOWER, CORDON H.; AND CROTHERS, EDWARD J. Introduction to mathematical learning theory. New York: John Wiley & Sons, 1965.
  • ATKINSON, RICHARD C., and PAULSON, JOHN A. “An approach to the psychology of instruction.” Psychological Bulletin 78 (1972): 49–61.
  • AUKERMAN, ROBERT C. Approaches to beginning reading. New York: John Wiley & Sons, 1971.
  • BARATZ, JOAN C., and SHUY, ROGER W., eds. Teaching black children to read. Washington, D.C.: Center for Applied Linguistics, 1969.
  • BARR, REBECCA C. “The effect of instruction on pupil reading strategies.” Reading Research Quarterly 10 (1974): 555–582.
  • BARTLETT, FREDERIC C. Remembering: a study in experimental and social psychology. Cambridge: University Press, 1932.
  • BIEMILLER, ANDREW J. “The development of the use of graphic and contextual information as children learn to read.” Reading Research Quarterly 6 (1970): 75–96.
  • BIRCH, HERBERT G., and BELMONT, JOHN L. “Auditory-visual integration in normal and retarded readers.” American Journal of Orthopsychiatry 34 (1964): 852–861.
  • BIRCH, HERBERT G., and BELMONT, JOHN L.. “Auditory-visual integration, intelligence and reading ability in school children.” Perceptual and Motor Skills 20 (1965): 295–305.
  • BLOOM, BENJAMIN S. Stability and. change in human characteristics. New York: John Wiley & Sons, 1964.
  • BLOOM, BENJAMIN S.. Human characteristics and school learning. New York: McGraw-Hill, 1976.
  • BLOOMFIELD, LEONARD, and BARNHART, CLARENCE L. Let's read: A linguistic approach. Detroit, Mich.: Wayne State University Press, 1961.
  • BOND, GUY L., and DYKSTRA, ROBERT. “The cooperative research program in first-grade reading instruction.” Reading Research Quarterly 2, no. 4 (1967): 5–142.
  • BOUMA, H. “Visual recognition of isolated lower-case letters.” Vision Research 11 (1971): 459–474.
  • BOWER, GORDON H. “Analysis of a mnemonic device.” American Scientist 58 (1970): 496–510.
  • BOWER, GORDON H. “Experiments on story understanding and recall.” Quarterly Journal of Experimental Psychology 28 (1976): 511–534.
  • BRANSFORD, JOHN C., and MCCARRELL, N.S. “A sketch of cognitive approach to comprehension.” In Cognition and the symbolic processes, edited by W. B. Weimer and David S. Palermo. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1974.
  • BROWN, ROGER, and BERKO, JEAN. “Word association and the acquisition of grammar.” Child Development 31 (1960): 1–14.
  • BRYDEN, M. P. “Auditory-visual and sequential-spatial matching in relation to reading ability.” Child Development 43 (1972): 824–832.
  • BUCKLAND, P. “The effects of visual perceptual training on reading achievement of low-readiness first-grade pupils.” Doctoral dissertation, University of Minnesota, 1969.
  • BUKOVEC, JOSEPH A. “Usefulness of phonic generalization: A new formula.” The Reading Teacher 27 (1973): 270–274.
  • BURMEISTER, Lou E. “Usefulness of phonic generalization.” The Reading Teacher 21 (1968): 349–356.
  • BUSH, ROBERT R., and MOSTELLER, FREDERICK. Stochastic models for learning. New York: John Wiley & Sons, 1955.
  • CALFEE, ROBERT C. “The role of mathematical models in optimizing instruction.” Scientta: Revue Internationale de Synthese Scientifique 105 (1970): 1–25.(a)
  • CALFEE, ROBERT C.. “Information-processing models and curriculum design.” Educational Technology 10 (1970): 30–38. Reprinted in Curriculum design in a changing society, edited by R. W. Burns and G. D. Broods. Englewood Cliffs, N.J.: Educational Technology Publications, 1970. (b)
  • CALFEE, ROBERT C.. “Memory and cognitive skills in reading acquisition.” In Reading, perception and language, edited by Drake Duane and Margaret Rawson. Baltimore, Md.: York Press, 1975.
  • CALFEE, ROBERT C.. “Sources of dependency in cognitive processes.” In Cognition and instruction, edited by David Klahr. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1976.
  • CALFEE, ROBERT C.. “Assessment of independent reading skills: Basic research and practical applications.” In Toward a psychology of reading, edited by Andrew S. Reber and David L. Scarborough. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1977.
  • CALFEE, ROBERT C.; ARNOLD, R. D.; AND DRUM, PRISCILLA A. “A review of The psychology of reading” by Eleanor J. Gibson and Harry Levin. In Proceedings of the National Academy of Education, n.p., 1976.
  • CALFEE, ROBERT C., and CALFEE, KATHRYN H. “Interactive reading assessment system (IRAS).” Unpublished manuscript, Stanford University, 1977.
  • CALFEE, ROBERT C.; CHAPMAN, ROBIN; AND VENEZKY, RICHARD L. “How a child needs to think to learn to read.” In Cognition in learning and memory, Edited by Lee W. Gregg. New York: John Wiley & Sons, 1972.
  • CALFEE, ROBERT C, and DRUM, PRISCILLA A., eds. Compensatory reading survey. Newark, Del.: International Reading Association, forthcoming.
  • CALFEE, ROBERT C., and ELMAN, ANNALEE. “The application of mathematical learning theories in educational settings: Possibilities and limitations.” In Structural models of thinking and learning, Edited by Hans Spada and Wilhelm Kempf. Bern, Switzerland: Hans Huber, 1977.
  • CALFEE, ROBERT C., and FLOYD, JANA. “The independence of cognitive processes: Implications for curriculum research.” In Cognitive processes and science instruction. Bern, Switzerland: Hans Huber, 1972.
  • CALFEE, ROBERT C., and HEDGES LARRY V. “Independent process analyses of aptitude treatment interactions.” In Aptitude, learning and instruction: Cognitive process analyses, edited by Richard E. Snow, Pat-Anthony Federico, and William Montague. Proceedings of ONR-NPRDC Conference, March 1978, forthcoming.
  • CALFEE, ROBERT C., and HOOVER, KATHRYN A. “Policy and practice in early education research.” Paper delivered at the Twenty-fifth Annual Conference on Educational Research of the California Advisory Council on Educational Research, 1973.
  • CALFEE, ROBERT C., and JUEL, CONNIE L. “How theory and research on reading assessment can serve decision-makers.” Paper presented at the Minnesota Perspectives on Literacy Conference, University of Minnesota, 1977.
  • CALFEE, ROBERT C.; LINDAMOOD, PATRICIA; AND LINDAMOOD, CHARLES. “Acoustic-phonetic skills and reading—Kindergarten through twelfth grade.” Journal of Educational Psychology 64 (1973): 293–298. Also in Learning and instruction, edited by Merle C. Wittrock. Berkeley, Calif.: McCutchan Publishing, 1977.
  • CALIFORNIA TEST BUREAU. Comprehensive tests of basic skills, level A. Monterey, Calif.: McGraw-Hill, 1973.
  • CARROLL, JOHN B. “The analysis of reading instruction: Perspectives from psychology and linguistics.” In Theories of learning and instruction, edited by Committee on Theories of Learning and Instruction. Sixty-third Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press, 1964.
  • CARROLL, JOHN B.. “Psychometric tests as cognitive tasks: A new ‘structure of intellect.’” Paper delivered at the Learning Research and Development Center Conference on the Nature of Intelligence, University of Pittsburgh, 1974.
  • CARVER, R. P. “TWO dimensions of tests: Psychometric and edumetric.” American Psychologist 29 (1974): 512–518.
  • CATTELL, JAMES. “Ueber die Zeit der Erkennung und Benennung von Schriftzeichen Bildern und Farben.” Philosophische Studen 2 (1885): 635–650.
  • CHALL, JEANNE S. Learning to read: The great debate. New York: McGraw-Hill, 1967.
  • CHALL, JEANNE S.. “Restoring dignity and self-worth to the teacher.” Phi Delta Kappan 57, no. 3 (1975); 170–174.
  • CHOMSKY, NOAM. “Phonology and reading.” In Basic studies on reading, Edited by H. Levin and J. P. Williams. New York: Basic Books, 1970.
  • CHOMSKY, NOAM, and HALLE, M. Sound patterns of English. New York: Harper & Row, 1968.
  • CHRISTINA, R. “Do illustrations hinder or assist sight vocabulary acquisition?” In Diversity in mature reading: Theory and research, Edited by Phil L. Nacke. Twenty-second Yearbook of the National Reading Conference, pt. 1 (1973): 185–189.
  • CLARK, HERBERT H. “Space, time, semantics and the child.” In Cognitive development and the acquisition of language, Edited by T. E. Moore. New York: Academic Press, 1973.
  • CLAY, MARIE M. “Emergent reading behavior.” Doctoral dissertation, University of Auckland, New Zealand, 1966.
  • COFER, CHARLES N. “A comparison of logical and verbatim learning of prose passages of different lengths.” American Journal of Psychology 54 (1941): 1–20.
  • COFER, CHARLES N.; CHMIELEWSKI, DONNA L.; AND BROCKWAY, JOHN F. “Constructive processes and the structure of human memory.” In The structure of human memory, Edited by Charles N. Cofer. San Francisco: W. H. Freeman, 1976.
  • COLEMAN, JOHN S. Introduction to mathematical sociology. London: Free Press of Glencoe, Collier-Macmillan, 1964.
  • COLEMAN, JOHN S., and KARWEIT, NANCY L. Information systems and performance measures in schools. Englewood Cliffs, N.J.: Educational Technology Publications, 1972.
  • COOLEY, WILLIAM W., and LEINHARDT, GAEA. The application of a model for investigating classroom processes. Pittsburgh, Pa.: University of Pittsburgh, Learning Research and Development Center, 1975.
  • COOMBS, CLYDE H.; DAWES, ROBYN M.; AND TVERSKY, AMOS. Mathematical psychology: An elementary introduction. Englewood Cliffs, N.J.: Prentice-Hall, 1970.
  • CRONBACH, LEE J. “An analysis of techniques for diagnostic vocabulary testing.” Journal of Educational Research 36 (1943): 206–217.
  • DALE, EDGAR. Bibliography of vocabulary studies. 5th ed. Columbus: Ohio State University Press, 1975.
  • DELAWTER, JAYNE A. “The relationship of beginning reading instruction and miscue patterns.” In Help for the reading teacher: New directions in research, edited by William D. Page. Urbana, Ill.: ERIC Clearinghouse on Reading and Communication Skills, 1975.
  • DENBERG, SUSAN B. “The interaction of pictures and print in reading instruction.” Reading Research Quarterly 12, no. 2 (1976–77): 176–189.
  • DESBERG, PETER, and CRONNELL, BRUCE. An instructional sequence for spelling-to-sound correspondences for the one-and-two syllable words in vocabularies of 6–9 year-olds. Technical report no. 16. Inglewood, Calif.: Southwest Regional Laboratory for Educational Research and Development, 1969.
  • DRUM, PRISCILLA A. “Between sentence factors and the effects upon reading rate and recall.” Doctoral dissertation, Stanford University, 1974.
  • DUKE, DANIEL L., ed. Classroom management. Seventy-eighth Yearbook of the National Society for the Study of Education. Chicago: The National Society for the Study of Education, forthcoming.
  • DURKIN, DOLORES. Phonics and the teaching of reading. New York: Teachers College Press, Columbia University, 1965.
  • DURKIN, DOLORES.. “Some questions about questionable instructional materials.” The Reading Teacher 28, no. 1 (1974): 13–19. (a)
  • DURKIN, DOLORES. “A six-year study of children who learned to read in school at the age of four.” Reading Research (Quarterly 10, no. 1 (1974): 9–61.(b)
  • EAGLETON, THOMAS F. Reading emphasis programs: Hearings on S. 1318 and S. 2069. Washington, D.C.: United States Government Printing Office, 1973.
  • EGELAND, BRUCE. “Training impulsive children in the use of more efficient scanning techniques.” Child Development 45 (1974): 165–171.
  • ENTWISLE, DORIS R. Word associations of young children. Baltimore, Md.: Johns Hopkins Press, 1966.
  • ENTWISLE, DORIS R., and GREENBERGER, E. Differences in the language of Negro and white grade-school children. Technical report no. 19. Baltimore, Md.: Center for the Study of Social Organization of Schools, Johns Hopkins University, 1968.
  • ERDMANN, B., and DODGE, R. Psychologische Untersuchungen über das Lesen auf Experimenteller Grundlage. Halle: Neimeyer, 1898.
  • ERVIN, SUSAN M. “Changes with age in the verbal determinants of word-association.” American Journal of Psychology 74 (1961): 361–372.
  • ESTES, WILLIAM K. “The statistical approach to learning theory.” In Psychology: A study of a science, vol. 2, Edited by Sigmund Koch. New York: McGraw-Hill, 1959.
  • ESTES, WILLIAM K.. “Memory, perception, and decision in letter identification.” In Information processing and cognition: The Loyola symposium, edited by Robert L. Solso. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1975.
  • FEIFEL, HERMAN, and LORGE, IRVING. “Qualitative differences in the vocabulary responses of children.” Journal of Educational Psychology 41 (1950): 1–18.
  • FILLMORE, CHARLES J. “The case for case.” In Universals in linguistic theory, Edited by E. Bach and Robert T. Harms. New York: Holt, Rinehart and Winston, 1968.
  • FILLMORE, CHARLES J.. “Subjects, speakers, and roles.” Working papers in linguistics. Technical report 70–26. Columbus: Computer and Information Science Research Center, Ohio State University, 1970.
  • FISCHER, GERHARDT H. “Linear logistic test models: Theory and application.” In Structural models of thinking and learning, Edited by Hans Spada and Wilhelm Kempf. Bern, Switzerland: Hans Huber, 1977.
  • FISHER, DENMS F. “Reading as visual search: A look at processes.” Doctoral dissertation, University of Rochester, 1973.
  • FLAVELL, JOHN H. “Metacognitive development.” Paper presented at the NATO Advanced Study Institute on Structural/Process Theories of Complex Human Behavior, Banff, Alberta, 1977.
  • FOX, BARBARA, and ROUTH, DONALD K. “Phonemic analysis and synthesis as word-attack skills.” Journal of Educational Psychology 68, no. 1 (1976): 70–74.
  • FRASE, LAWRENCE T. “Purpose in reading.” In Cognition, curriculum, and comprehension, edited by J. T. Guthrie. Newark, Del.: International Reading Association, 1977.
  • FRIES, CHARLES C. Linguistics and reading. New York: Holt, Rinehart and Winston, 1962.
  • GATES, ARTHUR I., and BOEKER, ELAISE. “A study of initial stages in reading by pre-school children.” Teachers College Record 24 (1923): 469–488.
  • GENTNER, DONALD R. “The structure and recall of narrative prose.” Journal of Verbal Learning and Verbal Behavior 15 (1976): 419–430.
  • GERSTEIN, REVA A. “A suggested method for analyzing and extending the use of Bellevue-Wechsler vocabulary responses.” Journal of Consulting Psychology 13 (1949): 366–370.
  • GEYER, JOHN J. “Comprehensive and partial models related to the reading process.” Reading Research Quarterly 7 (1972): 541–587.
  • GIBSON, ELEANOR, and LEVIN, HARRY. The psychology of reading. Cambridge, Mass.: MIT Press, 1975.
  • GIBSON, ELEANOR J.; OSSER, HARRY; SCHIFF, W.; AND SMITH, J. “An analysis of critical features of letters, tested by a confusion matrix.” In Final report on a basic research program on reading. Cooperative Research Project no. 639. Ithaca, N.Y.: Cornell University, 1963.
  • GOMULICKI, B. R. “Recall as an abstractive process.” Acta Psychologica 12 (1956): 77–94.
  • GOODNOW, JACQUELINE J. “Rules and repertoires, rituals and tricks of the trade: Social and informational aspects to cognitive and representational development.” In Information processing in children, edited by Sylvia Farnham-Diggory. Pittsburgh, Pa.: Carnegie-Mellon University Press, 1972.
  • GOODMAN, KENNETH S. “Reading: A psycholinguistic guessing game.” Journal of the Reading Specialist 6 (1967): 126–135.
  • GOODMAN, KENNETH S., ed. “The psycholinguistic nature of the reading process.” In The psycholinguistic nature of the reading process. Detroit, Mich.: Wayne State University Press, 1968.
  • GOUGH, PHILIP B. “One second of reading.” In Language by ear and by eye: The relationships between speech and reading, edited by James F. Kavanaugh and Ignatius G. Mattingly. Cambridge, Mass.: MIT Press, 1972.
  • GOUGH, PHILIP B., and COSKY, M.J. “One second of reading again.” In Cognitive theory, vol. 2, edited by N. J. Castellan, Jr., D. B. Pisoni, and G. R. Potts.
  • Hillsdale, N.J.: Lawrence Erlbaum Associates, 1977.
  • GRAY, WILLIAM S. Standardized oral reading paragraphs. Bloomington, Ill.: Public School Publishing, 1916.
  • GRIMES, JOSEPH E. The thread of discourse. The Hague: Mouton, 1975.
  • GROFF, PATRICK. The syllable: Its nature and pedogogical usefulness. Portland, Oreg.:. Northwest Regional Educational Laboratory, 1971.
  • GUTHRIE, JOHN. “Research views: Story comprehension.” The Reading Teacher 30, no. 5 (1977): 574–577.
  • HAMMILL, DONALD; GOODMAN, LIBBY; AND WIEDERHOLT, J. LEE. “Visual-motor processes: Can we train them?” The Reading Teacher 27, no. 5 (1974): 469–480.
  • HANCOCK, J. B. “Kindergarteners' visual identification of words with systematic letter variations.” Master's thesis, University of California, Santa Barbara, 1977.
  • HARNISCHFEGER, ANNEGRET, and WILEY, DAVID E. “The teaching-learning process in elementary schools.” Curriculum Inquiry 6, no. 1 (1976): 5–44.
  • HELFGOTT, J. A. “Phonemic segmentation and blending skills of kindergarten children: Implications for beginning reading acquisition.” Contemporary Educational Psychology 1 (1976): 157–169.
  • HOOD, JOYCE E., and KENDALL, JANET R. “A qualitative analysis of oral reading miscues of reflective and impulsive second-graders: A follow-up study.” Paper presented at the annual meeting of the American Educational Research Association, 1974.
  • HORN, THOMAS D., ed. Research bases for oral language instruction. Urbana, Ill.: National Council of Teachers of English, 1971.
  • HUEY, EDMUND B. The psychology and pedagogy of reading. Reprint. Cambridge, Mass.: MIT Press, 1968 [1908].
  • HUNT, EARL B. Concept learning: An information processing problem. New York: John Wiley & Sons, 1962.
  • IRWIN, OSCAR C. “Language and communication.” In Handbook of research methods in child development, Edited by Paul H. Mussen. New York: John Wiley & Sons, 1960.
  • JAVAL, E. “Essai sur la Physiologie de la Lecture.” Annales d'Oculistique 82 (1879): 242–253.
  • JOHNSON, ROGER E. “Recall of prose as a function of the structural importance of the linguistic unit.” Journal of Verbal Learning and Verbal Behavior 9 (1970): 12–20.
  • JONES, JOHN PAUL. Intersensory transfer, perceptual shifting, modal preference, and reading. Newark, Del.: International Reading Association, 1972.
  • JUEL, CONNIE L. “An independent-process model of reading for beginning readers.” Doctoral dissertation, Stanford University, 1977.
  • KAGAN, JEROME. “Reflection-impulsivity and reading ability in primary grade children.” Child Development 36 (1965): 609–628.
  • KAGAN, JEROME; ROSMAN, L.; DAY, D.; ALBERT, J.; AND PHILUPS, W. “Information processing in the child: Significance of analytic and reflective attitudes.” Psychological Monographs 78, no. 1, 1964.
  • KATZ, LEONARD, and FODOR, J. A. “The structure of semantic theory.” Language 39 (1963): 170–210.
  • KERLINGER, FREDERICK N. “The influence of research on education practice.” Educational Researcher 6, no. 8 (1977): 5–12.
  • KERN, RICHARD P.; STICHT, THOMAS G.; WELTY, DIANE; AND HAUKE, ROBERT N. Guidebook for the development of army training literature. Alexandria, Va.: Human Resources Research Organization, 1975.
  • KIERAS, D. “Problems of reference in text comprehension.” In Cognitive process in comprehension, edited by Marcel A. Just and Patricia A. Carpenter. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1977.
  • KINTSCH, WALTER. The representation of learning in memory. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1974.
  • KINTSCH, WALTER.. “Memory for prose.” In The structure of human memory, Edited by Charles N. Cofer. San Francisco: W. H. Freeman, 1976.
  • KINTSCH, WALTER, and KEENAN, JANICE. “Reading rate and retention as a function of the number of propositions in the base structure of sentences.” Cognitive Psychology 5 (1973): 257–274.
  • KINTSCH, WALTER, and VIPOND, B. “Reading comprehension and readability in educational practice and psychological theory.” Paper presented at a conference on memory, University of Uppsala, 1977.
  • KOESTLER, A. The sleepwalkers. New York: Macmillan, 1968.
  • KOLERS, PAUL A. “Pattern-analyzing disability in poor readers.” Developmental Psychology 2, no. 3 (1975): 282–290.
  • KRAUSS, R. M., and GLUCKSBERG, S. “The development of competence as a communicator.” In Early experience and the processes of socialization, edited by R. A. Hoppe, G. A. Milton, and E. C. Simmel. New York: Academic Press, 1970.
  • LABERGE, DAVID, and SAMUELS, S.JAY. “Toward a theory of automatic information processing reading.” Cognitive Psychology 6 (1974): 293–323.
  • LAFFEY, JAMES L., and SHUY, ROGER, eds. Language differences: Do they interfere? Newark, Del.: International Reading Association, 1973.
  • LEVIN, HARRY; GIBSON, ELEANOR J.; AND GIBSON, JAMES J., eds. The analysis of reading skill: A program of basic and applied research. United States Office of Education Final Report, Project 5–1213. Ithaca, N.Y.: Cornell University, 1968.
  • LEVIN, HARRY, and WILLIAMS, JOANNA, eds. Basic studies in reading. New York: Basic Books, 1970.
  • LIBERMAN, A. M.; COOPER, F. S.; HARRIS, K.S.; MACNEILAGE, P. F.; AND STUDDERT-KENNEDY, M. “Some observations on a model for speech perception.” In Proceedings of the AFCRL symposium on models for the perception of speech and visual form. Cambridge, Mass.: MIT Press, 1968.
  • LIBERMAN, A. M.; COOPER, F. S.; SHANKWEILER, D. P.; AND STUDDERT-KENNEDY, M. “Perception of the speech code.” Psychological Review 74 (1967): 431–461.
  • LIBERMAN, I. Y., and SHANKWEILER, D. “Speech, the alphabet, and teaching to read.” In Theory and practice of early reading, edited by Lauren Resnick and Phyllis Weaver. Hillsdale, N.J.: Lawrence Erlbaum Associates, forthcoming.
  • LIBERMAN, I. Y.; SHANKWEILER, D. L.; LIBERMAN, A. M.; FOWLER, C.; AND FISHER, F. W. “Phonetic segmentation and recording in the beginning reader.” In Toward a psychology of reading, edited by Andrew Reber and David L. Scarborough. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1977.
  • LINDSAY, PAUL H., and NORMAN, DONALD A. Human information processing: An Introduction to psychology. 2nd ed. New York: Academic Press, 1977.
  • LUCE, R: DUNCAN; BUSH, ROBERT R.; AND GALANTER, EUGENE. Handbook of mathematical psychology. New York: John Wiley & Sons, 1963.
  • MACKINTOSH, HELEN K., ed. Children and oral language. Washington, D.C.: Association for Childhood Education International and others, 1964.
  • MACKWORTH, JANE F. “Some models of the reading process: Learners and skilled readers.” Reading Research (Quarterly 7 (1972): 701–733.
  • MANDLER, GEORGE. “Organization and memory.” In The psychology of learning and motivation, Edited by Kenneth W. Spence and Janet T. Spence. New York: Academic Press, 1967.
  • MANDLER, JEAN M., and JOHNSON, NANCY S. “Remembrance of things parsed: Story structure and recall.” Cognitive Psychology 9, no. 1 (1977): 111–151.
  • MARKMAN, ELLEN M. “Realizing that you don't understand: A preliminary investigation.” Child Development 48 (1977): 986–992.
  • MASON, JANA M. “Questioning the notion of independent processing stages in reading.” Journal of Educational Psychology 69, no. 3 (1977): 288–297.
  • MASSARO, DOMINIC W. Understanding language: An information-processing analysis of speech perception, reading, and psycholinguistics. New York: Academic Press, 1975.
  • MATHEWS, MATTHEW M. Teaching to read. Chicago: University of Chicago Press, 1966.
  • MCCARTHY, DORIS. “Language development in children.” In Manual of child psychology, edited by Leonard Carmichael. 2nd ed. New York: John Wiley & Sons, 1954.
  • MCCONKIE, GEORGE W., and RAYNER, KEITH. “Identifying the span of the effective stimulus in reading: Literature review and theories of reading.” In Theoretical models and processes of reading, edited by Harry Singer and Robert B. Ruddell. 2nd ed. Newark, Del.: International Reading Association, 1976.
  • MCDONALD, FREDERICK J., and ELIAS, PATRICIA. Beginning teacher evaluation study: Phase II final report, vol. 1, chap. 10. Princeton, N.J.: Educational Testing Service, 1975.
  • MCKOON, GAIL. “Organization and information in text memory.” Journal of Verbal Learning and Verbal Behavior 16 (1977): 247–260.
  • MCNEIL, J. D. “Programmed instruction versus classroom procedures in teaching boys to read.” American Research Journal 1 (1964): 113–119.
  • MCNEILL, DAVID. “On theories of language acquisition.” In Verbal behavior and general behavior theory, edited by Thomas Dixon and David Horton. Englewood Cliffs, N.J.: Prentice-Hall, 1968.
  • MEYER, BONNIE J. “Identification of the structure of prose and its implications for the study of reading and memory.” Journal of Reading Behavior 7, no. 1 (1975): 7–47.
  • MEYER, BONNIE J., and MCCONKIE GEORGE W. “What is recalled after hearing a passage?” Journal of Educational Psychology 64, no. 1 (1973): 109–117.
  • MILLER, GEORGE A. “The magical number seven, plus or minus two: Some limits on our capacity for processing information.” Psychological Review 63 (1956): 81–97.
  • MILLER, GEORGE A.. Semantics, concepts, and culture. Report of Panel 1 at the National Institute of Education Conference on Studies in Reading. Washington, D.C.: National Institute of Education, Department of Health, Education and Welfare, 1975.
  • MILLER, GEORGE A., and JOHNSON-LAIRD, PHILLIP N. Language and perception. Cambridge, Mass.: Belknap Press, 1976.
  • MORRISON, CHARLES, and AUSTIN, MARY C. The torchlighters revisited. Newark, Del.: International Reading Association, 1977.
  • NEISSER, ULRIC. Cognitive psychology. New York: Appleton-Century-Crofts, 1967.
  • NORMAN, DONALD A., and RUMELHART, DAVID E. Explorations m cognition. San Francisco: W. H. Freeman, 1975.
  • NURSS, J. R., and MCGAUVRAN, M. E. Metropolitan readiness tests. New York: Harcourt, Brace, Jovanovich, 1974.
  • OGDEN, CHARLES K., and RICHARDS, I. A. The meaning of meaning: A study of the influence of language upon thought and the science of symbolism. 4th ed. rev. New York: Harcourt, Brace & Company, 1936.
  • OLSON, DAVID R. “From utterance to text: The bias of language in speech and writing.” Harvard Educational Review 47, no. 3 (1977): 257–281. (a)
  • OLSON, DAVID R.. “The languages of instruction: On the literate bias of schooling.” In Schooling and the acquisition of knowledge, edited by Richard C. Anderson, Rand J. Spiro, and William E. Montague. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1977. (b)
  • PAGE, WILLIAM D., ed. Help for the reading teacher: New directions in research. Urbana, Ill.: ERIC Clearinghouse on Reading and Communication Skills, 1975.
  • PALERMO, DAVID S., and JENKINS, JOHN J. Word association norms: Grade school through college. Minneapolis: University of Minnesota Press, 1964.
  • PERFETTI, CHARLES A., and GOLDMAN, SUSAN R. “Thematization in sentence retrieval.” Journal of Verbal Learning and Verbal Behavior 13 (1974): 70–79.
  • PERFETTI, CHARLES A., and HOGABOAM, THOMAS. “The relationship between single word decoding and reading comprehension skill.” Journal of Educational Psychology 67, no. 4 (1975): 461–469.
  • PERFETTI, CHARLES A., and LESGOLD, ALLEN M. “Discourse comprehension and sources of individual differences.” In Cognitive processes in comprehension, edited by Marcel Just and Patricia Carpenter. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1977.
  • PERFETTI, CHARLES A., and LESGOLD, ALLEN M.. “Coding and comprehension in skilled reading and implications for reading instruction.” In Theory and practice in early reading, edited by Lauren B. Resnick and Phyllis Weaver. Hillsdale, N.J.: Lawrence Erlbaum Associates, forthcoming.
  • PETÖFI, J. S., and RIESER, H. Studies in text grammar. Dordrest, Holland: D. Reidel, 1973.
  • PETTY, WALTER T., ed. Research in oral language. Champaign, Ill.: National Council of Teachers of English, 1967.
  • PETTY, WALTER T., ed. Issues and problems in the elementary language arts: A book of readings. Boston: Allyn and Bacon, 1968.
  • PETTY, WALTER T.; HEROLD, CURTIS P.; AND STOLL, EARLINE. The state of knowledge about the teaching of vocabulary. Champaign, Ill.: National Council of Teachers of English, 1968
  • PIONTKOWSKI, DOROTHY, and CALFEE, ROBERT C. “Attention in the classroom.” In Attention and the development of cognitive skills, Edited by Gordon Hale and M. Lewis. New York: Plenum Publishing, forthcoming.
  • RAYNER, KEITH. “The perceptual span and peripheral cues in reading.” Cognitive Psychology 7 (1970): 68–81.
  • RHODES, M., and CRONNELL, B. Compilation of a communication skills lexicon coded with linguistic information. Technical report no. 58. Los Alamitos, Calif.: Southwest Regional Laboratory for Educational Research and Development, 1977.
  • RICHARDSON, ELLIS; DIBENEDETTO, BARBARA; AND BRADLEY, MICHAEL C. “The relationship of sound blending to reading achievement.” Review of Educational Research 47, no. a (1977): 319–334.
  • ROBINSON, HELEN M. “Children's behavior while reading.” In Help for the reading teacher: New directions in research, edited by William D. Page. Urbana, Ill.: ERIC Clearinghouse on Reading and Communication Skills, 1975.
  • ROBINSON, H. ALAN, and BURROWS, ALVINA T. Teacher effectiveness in elementary language arts: A progress report. Urbana, Ill.: ERIC Clearinghouse on Reading and Communication Skills, 1974.
  • ROSEN, CARL L. “Experimental study of visual perceptual training in reading achievement in first grade.” Perceptual and Motor Skills 22 (1966): 979–986.
  • ROSNER, JEROME. The development and validation of an individualized perceptual skills curriculum. Pittsburgh, Penn.: Learning Research and Development Center, University of Pittsburgh, 1972.
  • ROSS, ALAN O. Psychological aspects of learning disabilities and reading disorders. New York: McGraw-Hill, 1976.
  • ROZIN, PAUL, and GLEITMAN, LILA R. “The structure and acquisition of reading II: The reading process and the acquisition of the alphabetic principle.” In Toward a psychology of reading, edited by Andrew S. Reber and David L. Scarborough. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1977.
  • RUDDELL, ROBERT B. Reading-Language instruction: Innovative practices. Englewood Cliffs, N.J.: Prentice-Hall, 1974.
  • RUMELHART, DAVID. “Notes on a schema for stories.” In Representation and understanding: Studies in cognitive science, Edited by D. Bobrow and A. Collins. New York: Academic Press, 1975.
  • RUSSELL, DAVID H., and SAADEH, IBRAHIM Q. “Qualitative levels in children's vocabularies.” Journal of Educational Psychology 4 (1962): 170–174.
  • SACHS, JACQUELINE S. “Recognition memory for syntactic and semantic aspects of connected discourse.” Perception and Psychophystcs 2 (1967): 437–443.
  • SAMUELS, S. JAY. “Effects of pictures in learning to read, comprehension and attitudes.” Review of Educational Research 40 (1970): 397–407.
  • SAVIN, H. B. “What the child knows about speech when he starts to learn to read.” In Language by ear and by eye, edited by James F. Kavanaugh and Ignatius G. Mattingly. Cambridge, Mass.: MIT Press, 1972.
  • SCHALLERT, D. L.; KLEINMAN, G. M.; AND RUBIN, A. D. “Analysis of differences between written and oral language.” Technical report, no. 29. Urbana-Champaign, Ill.: University of Illinois, 1977.
  • SEARLS, EVELYN F. “How to use WISC scores in reading diagnosis.” IRA reading aid series. Newark, Del.: International Reading Association, 1975.
  • SHARAN, SHLOMO, and CALFEE, ROBERT C. “The relation of auditory, visual and auditory-visual matching to reading performance of Israeli children.” The Journal of Genetic Psychology 130 (1977): 181–189.
  • SILBERMAN, HARRY F. “Experimental analysis of a beginning reading skill.” In The psychology of language, thought, and instruction, Edited by John P. DeCecco. New York: Holt, Rinehart and Winston, 1967. Also in Programmed Instruction 3 (1964): 4–8.
  • SINGER, HARRY, and RUDDELL, ROBERT B., eds. Theoretical models and processes of reading. Newark, Del.: International Reading Association, 1969.
  • SINGER, HARRY, and RUDDELL, ROBERT B., eds. Theoretical models and processes of reading. 2nd ed. Newark, Del.: International Reading Association, 1976.
  • SINGER, HARRY; SAMUELS, JAY s.; AND SPIROFF, JEAN. “The effect of pictures and contextual conditions on learning responses to printed words.” Reading Research Quarterly 9 (1974): 555–567.
  • SNOW, RICHARD E. “Representative and quasi-representative designs for research on teaching.” Review of Educational Research 44 (1974): 265–293.
  • SPADA, HANS, and KEMPF, WILHEM F., eds. Structural models of thinkmg and learning. Bern, Switzerland: Hans Huber, 1977.
  • STALLINGS, JANE. “Implementation and child effects of teaching practices in Follow Through classrooms.” Monographs of the Society for Research in Child Development 40, ser. no. 163, 1975.
  • STEBBINS, LINDA B.; ST. PIERRE, ROBERT G.; PROPER, ELIZABETH C.; ANDERSON, RICHARD B.; CERVA, THOMAS R.; AND KENNEDY, MARY M. Evaluation as experimentation: A planned variation model, vol. 4-A. Cambridge, Mass.: Abt Associates, 1977.
  • STERNBERG, ROBERT J. Intelligence, information processing, and analogical reasoning: The componential analysis of human abilities. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1977.
  • STERNBERG, SAUL. “The discovery of processing stages: Extensions of Donder's method.” In Attention and performance II, Edited by Wilhelm G. Koster. Amsterdam: North-Holland Publishing, 1969.
  • SUPPES, PATRICK. “The place of theory in educational research.” Educational Research 3 (1974): 3–10.
  • TAYLOR, EARL A. Controlled reading. Chicago: University of Chicago Press, 1937.
  • TEMPLIN, MILDRED C. Certain language skills in children. Minneapolis: University of Minnesota Press, 1957.
  • THORNDYKE, PERRY W. “Memory for narrative discourse.” Cognitive Psychology 9, no. 1 (1977): 77–110.
  • TOLMAN, EDWARD C. Collected papers in psychology. Berkeley: University of California Press, 1951.
  • VENEZKY, RICHARD L. The structure of English orthography. The Hague, Paris: Mouton, 1970.
  • VENEZKY, RICHARD L.. “Theoretical and experimental bases for teaching reading.” In Current trends in linguistics, vol. 12, Edited by Thomas Sebeok. The Hague, Paris: Mouton, 1974.
  • VENEZKY, RICHARD L.. “The curious role of letter names in reading instruction.” Visible Language 9 (1975): 7–23.
  • VENEZKY, RICHARD L.. “Orthographic regularities in English words.” In Processing of visible language, edited by H. Bouma, P. Kolers, and M. Wrolstad, forthcoming.
  • WALDEN, JAMES, ed. Oral language and reading. Champaign, Ill.: National Council of Teachers of English, 1969.
  • WALKER, DECKER F., and SCHAFFARZICK, JON. “Comparing curricula.” Review of Educational Research 74 (1974): 83–111.
  • WARBURTON, FRANCIS W., and SOUTHGATE V. Initial teaching alphabet: An independent evaluation. London: J. Murray, 1969.
  • WARD, B. A., and SKAILAND, D. B. Teaching reading as decoding. Minicourse no. 18, Far West Laboratory for Educational Research and Development. New York: Macmillan Educational Series, 1973.
  • WHITE, SHELDON H. “Fundamental research relevant to education.” NCER program committee report and draft policy resolution. Washington, D.C.: National Council on Educational Research, National Academy of Sciences, 1977.
  • WHITON, MARY B.; SINGER, DAVID L.; AND COOK, HAROLD. “Sensory integration skills as predictors of reading acquisition.” Journal of Reading Behavior 7, no. 1 (1975): 79–89.
  • WIJK, AXEF. Rules of pronunciation for the English language. London: Oxford University Press, 1966.
  • WILLIAMS, JOANNA P. “Learning to read: A review of theories and models.” Reading Research Quarterly 8, no. 2 (1973): 121–146.
  • WINGERT, ROGER C. “Evaluation of a readiness training program.” The Reading Teacher 22 (1969): 325–328.
  • YATES, F. A. The art of memory. Chicago: University of Chicago Press, 1966.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.