Early and late first-grade children, third-grade poor and good readers, and adults named pictures under several interference conditions: with embedded intracategory or extracategory words, pronounceable or nonpronounceable letter strings, and visual noise. (Author/JMB)

Fourth and sixth graders and adults read words preceded by either a congruous, incongruous, or no-sentence context, and then completed another task where they named the color of the target word. Results suggested that context effects are mediated by automatic processes which decrease in importance with age and reading ability. (Author/JMB)

Investigates increased use of metacognition (i.e., monitoring comprehension, developing expectations, learning information sampling strategies) as reading ability develops among sixth-, seventh-, and eighth-grade pupils and high school students. (Author/RH)

First, second, and fourth graders completed questionnaires assessing their perceptions of their competence in several activities. Younger children had more positive perceptions than older children of their competence in nonsports activities. Boys had more positive beliefs than girls about their competence in sports and mathematics. Girls had more…