Abstract
The present study was an investigation of the transfer effect from training in three word recognition strategies. Results are based upon a test of ability to decode unknown words classified as graphophonic, structural, and contextual. Ninety second, third, and fourth grade children and an equal number of children in a non-instructional control group provided the data. Significant results are discussed in light of the effectiveness of the training in helping pupils decode new words and the specific rather than the general values of each strategy.
The data support the efficacy of children learning multiple word recognition strategies for decoding purposes. The study does not, however, treat the relation of word recognition strategies to comprehension of text.