Examines expository text processing abilities of fourth- and sixth-grade students and college students. Reports these major findings: topic sentence reading times were shorter if a transition question informed the reader of the next topic; topic sentence reading times were shorter if the new topic was directly related to the immediately preceding…

Three experiments examined the effect of practice on the acquisition, retention, and generalization of children's skill in rapidly naming visually presented words. Found that, although poor readers did not become as fast as good readers in naming words, they made gains in the time required to access names from print. (PAM)

Examines the role of experience in the use of orthographic structure by good and poor sixth-grade readers. Results showed that poor sixth-grade readers used orthographic structure to speed their matching judgments just as effectively as good sixth-grade readers. (HOD)