In this experiment we investigated whether the presentation of domain principles within one text facilitates reading to learn from multiple exemplar texts that feature the importance of the principles. There were five texts about natural selection: a principles text, which described principles of natural selection, and four exemplar-based texts…

We report results of 2 studies examining the relation between decoding and reading comprehension. Based on our analysis of prominent reading theories such as the Simple View of Reading (Gough & Tunmer, 1986), the Lexical Quality Hypothesis (Perfetti & Hart, 2002) and the Self-Teaching Hypothesis (Share, 1995), we propose the Decoding…

The course of language acquisition from infancy to public primary school was followed in a sample of 56 Finnish children to examine precursors to reading at first grade. Structural equation modeling of continuity suggested effects from growth in early vocabulary to mastery of inflectional forms at preschool age. The early language directly…

Seventy six readers were assessed on levels of verbal efficiency and were recorded thinking aloud while reading text. Protocols were analyzed for evidence of compensation deployment. Analyses revealed that those with less automated reading skills deployed them more often. As expected, verbal efficiency was uncorrelated with literal comprehension…

Cross-language phonological and orthographic relationship in the biliteracy acquisition of children learning to read Korean and English was investigated in this study. Forty-five Korean-English bilingual children were tested in first-language (L1; Korean) and 2nd-language (L2; English) reading skills focusing on 2 reading processes--phonological…

This paper investigated the apparent failure of subjects to assess accurately their own reading comprehension. The results showed that readers who exhibited an illusion of knowing tended to have shown distortions in their passage summaries, whereas subjects who knew that they had failed to comprehend were more likely to have omitted information…

Children's metacognitive awareness of variables (such as person, task, goals, and strategy) that influence reading was assessed with an interview. Second graders were aware of some reading dimensions but were less sensitive to semantic structure than sixth graders. Relations among instruction, metacognitive development, and reading proficiency are…

Three experiments examined the relationship between reading skill and decoding. Children decoded and matched words and pseudowords of different syllable lengths presented in both aural and printed form. Prior verbal experience was manipulated. Decoding differences were not wholly attributable to prior experience with word units, as processes…

Vocalization latencies of young readers were a function of set size, number of syllables, and stimulus material. Differences between skilled and less skilled readers were absent for naming colors, digits, and pictures, but present for words; differences increased with number of syllables (and letters). Reading skill and decoding are discussed.…

Four experiments investigated memory scanning rates of skilled and less skilled readers. In three experiments, reaction times of skilled readers were faster than those of less skilled readers with reading time partialled out (aloud and silent reading). Differences were not significant when the scan component in answering was minimized. (Author/RD)

Two types of poor readers are identified and compared with each other and with a comparable group of good readers for performance on a series of metalinguistic tasks. The specific problem underlying each of the two types of poor readers is shown to be related to two separable components of metalinguistic skill. (Author/LMO)

Examinees can correctly answer many Scholastic Assessment Test (SAT) reading items when the passages accompanying the items are missing. According to one hypothesis, examinees use information from other reading items (cognates) belonging to the same passage. The purpose of this study was to test that hypothesis for the revised SAT (SAT-I) reading…

High school students studied a passage to achieve prememorized goals in three experiments. Inspection times and eye movements were recorded in goal-relevant and nonrelevant text neighborhoods. Goal-relevant sentences resulted in twice as many fixations. Qualitative differences were observed in style of subjects' responses to task demands.…