Recent studies show that, although graphemic clues are fundamental to reading, older readers can effectively use syntactic and semantic context to improve their perception of word possibilities; the teaching of reading should include helping students increase their use of these supplemental cues. (JM)

Explores factors that influence readability and a reader's ability to process information. (TO)

Reports on an investigation of the effect of syntax on the comprehension of written English by Thai college students who have studied English as a foreign language. (HOD)

Raises doubts about the validity of readability formulas. (RB)

Describes research conducted in France on text readability and suggests that readability formulas give high scores to redundant texts that have no great interest and penalize texts with original information. Argues that a coefficient should be incorporated into readability formulas that reflects the nature of the text. (MKM)