Investigates the effect of phonemic awareness training on the phonemic awareness and reading ability of low- and middle-achieving first graders. Finds that training which provided subjects with a conceptual connection between phonemic skills and reading was generally ineffective for low readers. Suggests that phonemic awareness training for low-…

Investigates the effects of goals and goal progress feedback on reading comprehension self-efficacy and skill. Shows that remedial readers benefit from explicit feedback on their mastery of a comprehension strategy. (MG)

Reports on two experiments which examined whether normal and disabled readers differed in the ability to use orthographic structure information to process printed material. Finds that disabled readers use orthographic structure information as much or more than normal readers. (MM)

Explores children's ability to segment utterances into syllables and phonemes, and their skills in the recall of sentences of low and high complexity. (HOD)

Seeks to identify difference between six proficient and less proficient college freshmen in their use of personal evocations and reflections in the reading transaction. Finds that, although proficient readers integrate textual cues and prior knowledge in a process of reflecting about stories and characters, less proficient readers seem to approach…

Concludes that adult disabled readers perceive reading as a decoding process rather than as a meaning constructing or comprehension task. (HOD)

Examines the relationships among accuracy and latency of word recognition and comprehension by nonfluent readers and whether component letter or holistic processing was used in word recognition by these same readers. (HOD)

Investigates the influence that instruction and the developmental stage of learning to read have on the reading concepts of first graders from skill-based and literature-based classrooms. Finds both groups exhibited high interest in learning and knowing words but that the literature group differed in their heightened metacognitive understandings,…

Reports on a study stemming from schema theory that assessed the role that background knowledge plays in determining young children's ability to process relationships that are explicitly and fully specified in a text, in comparison to those that are only partially specified by the same text. (Author/HOD)

Primary school children performed a discrete-trial Stroop task in which they named the colors of stimuli that either matched or did not match items that were being concurrently held in memory. Results indicated a developmental trend toward the color being named faster when the stimulus matched the item held in memory. (Author/HOD)

The dimensions that interact during reading acquisition include properties of texts, the acquisition of reading skills and strategies, the development of cognitive and language skills, the influence of instruction, and the effects of motivational, cultural, and language variables. Discusses how these interactions may occur and describes three…

Illustrates a strategic-process perspective toward reading skill development, discusses cognitive research related to early reading processes, and relates the perspective to a variety of research on the early reading period (grades one to six). (JM)

Examines and supports the notion that many of the problems evidenced by poor readers are related to their passive response to the interactive task of reading. (MM)

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…

Reviews and criticizes literature on the deficiencies of poor readers. (HOD)