This study ascertained the effects of kindergarten conceptual tempo classification on middle of first-grade reading performance and compared the results obtained using a double median split classification procedure to those obtained by computing a standard score response time and error composite for each child. (HOD)

Examines factors related to the slower reading of text by reading-disabled compared to average readers. Finds phonological awareness and digit-naming speed consistently related to speed and errors on initial reading and on reading for a fourth time. Finds an independent relationship between phonemic sensitivity and fluency. (RS)

Examines the relationship of auditory-visual integration and reading performance in a sample of British 8 to 9 year olds. (HOD)

Examines cognitive, metacognitive, and motivational factors as predictors of individual differences in the reading comprehension abilities of good and poor readers. Finds that regression analyses within subgroups indicated word recognition was the most important predictor variable for poor readers, whereas perceived competence predicted the…