This study compared the abilities of good and poor readers (sixth grade boys) to attend selectively in a reading situation. Results are discussed in terms of an analysis-by-synthesis model of reading for meaning. (ST)

Investigates differences among children in relative reliance on spelling-sound rules v word-specific associations in reading words. The tendency to rely on rules is correlated with ability to read regular words. Findings indicate that analogies and smaller-unit rules are used in the reading tasks. (JMB)

Third- and fifth-graders, like adults, quickly named words preceded by either an incongruous or a normal incomplete sentence. Results (1) support the assumption that context effects on children's word recognition are caused by spreading-activation and expectancy-based-attentional processes operating simultaneously and (2) indicate that word…

A sample of 80 first- and second-grade children selected to represent four levels of reading competence were tested in their recognition of semantic, syntactic, and lexical change in sentences previously decoded during prose reading. (JMB)

Compares the effects of audio and audiovisual presentation on young children's cognitive processing while explicitly controlling the amount and complexity of information. (HOD)

Third- and fifth-grade children were presented with a picture-naming interference task to examine the effects of printing words in mixed typecase on children's automatic word processing. (Author/MP)

Findings suggest that (1) dyslexia is more prevalent in the United States than in Italy, (2) reading disabilities are strongly associated with disorders of verbal processing in both countries (although some American dyslexics also show visual-motor deficits), and (3) there is a greater dissociation between reading comprehension and decoding in…

Two experiments examine use of defining, characteristic, category, and identical semantic features of word concept information in cued recall. College adults and 7- to 11-year-old children were shown word triplets in which context words were related or unrelated to final target word. Results suggest meaning features differ in providing medium for…

Studies the development of word-retrieval speed and its relationship to reading in 72 average and 11 severely impaired readers in kindergarten through the second grade. (HOD)