The first report on this subject which appeared in the Fall 1970 issue presented evidence that a large proportion of substitution errors in reading were of a single type. This second report includes a description of research which demonstrates that the sequence of introduction of words has been shown to be an important variable to be considered in studying the mislearning of words. It suggests that this phenomenon has important implications for instruction in word recognition.
References
1.
AndersonI. H.DearbornW. F.The Psychology of Teaching Reading. New York: The Ronald Press, 1952.
2.
BartonA. H.WilderE. E.Research and practice in the teaching of reading. Innovation in Education. (Edited by MilesM. B..) New York: Bureau of Publications, Teacher's College, Columbia University, 1964, Chapter II.
3.
ClayM. M.A syntactic analysis of reading errors. Journal of Verbal Learning and Verbal Behavior, 1968, 7, 434–438.
4.
GibsonE. J.Visual percepion and reading. In KavanaughJ. F. (Ed.), Communicating by Language. Bethesda, Maryland: U.S. Department of Health, Education, and Welfare, 1968.
5.
HafnerL. E.WeaverW. W.PowellK.Psychological and perceptual correlates of reading achievement among fourth graders. Journal of Reading Behavior, 1970, 2, 281–290.
6.
HildrethG.Reversals in reading and writing. Journal of Educational Psychology, 1934, 25, 1–20.
7.
MarchbanksG.LevinH.Cues by which children recognize words. Journal of Educational Psychology, 1965, 56, 221–225.
8.
MasonG. E.A first report on word confusion among beginners and poor readers. Journal of Reading Behavior, 1970, 2, 314–320.
9.
VernonM. D.The errors made in reading. Studies in the Psychology of Reading. London: His Majesty's Stationery Office, 1929, 5–40.
10.
WileyW. E.Difficult words and the beginner. Journal of Educational Research, 17, 278–289.
