Concludes that poor readers are equally able to generate phonological information from nonwords as their reading age controls, and that there is no evidence to suggest that the poor readers suffer from a phonological dysfunction. (RS)

Investigates the effect of depth of processing on second-language reading comprehension. Finds that questions which entailed shallow cognitive processing (factual ones) are easier to answer than those which entail deeper cognitive processing (generalization and inference questions). (SR)

Examines the use of orthographic and phonological deletion strategies by children in the 6-16 year age range. Reveals that younger readers were more accurate when using phonological strategies than when using orthographic strategies, whereas older readers showed superior orthographic and phonological processing abilities. Supports the suggestion…

Compares the performance of good and poor readers on information processing tasks. (FL)

Notes that most recent reading research conducted in Hungary has focused on the formation of readers' attitudes and value judgments. Discusses studies conducted in the areas of reading psychology, children's reading, reading habits, reading motivation, and readers' responses. (FL)

Explores issues arising from the long-standing theoretical and empirical attention to reading as a specifiable set of psychological processes, and the consequences of this attention for parents' and educators' deliberations and practices. Concludes that theories of reading need to deal fundamentally with the practices that learners, teachers and…

Examines 9- to 11-year-old dyslexic children's object naming problems and concludes that they are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Attributes these difficulties to lexical-phonological representation of spoken words they know. (RS)

Reports on a study that investigated the position of text line break with respect to the phrase structure of a sentence in order to determine its effect on children's reading fluency. Concludes that line breaks within and between phrases cause less disruption when they occur near the end of a sentence. (FL)

Examines how the child approaches reading and spelling in the light of the developmental sequence of phonological awareness skills, by looking at the growth of these skills from the initial formation of each skill through the early stages of their development. (RS)

Concludes that the regularity effect is phonologically, not orthographically, mediated; that good readers use a predominantly phonological strategy in lexical decisions, while poor readers do not; and that for the best readers-spellers, orthographically and phonologically irregular words have a special status, allowing them to gain fast and…

Concludes that relevant context had an effect on particular cloze items, as the positioning of items at the end of the natural passages did facilitate their prediction. (FL)

Details a study showing that for young children, proactive semantic cues were the most helpful in reading. Reveals also that the children made miscues displaying semantic associations across cue types. (FL)

Examines the cognitive-linguistic factors underlying literacy development in monolingual children and children learning English as an additional language (EAL) over a three-year period. Reveals similarities between the two groups of children in the study on reading accuracy, but children learning EAL had lower levels of vocabulary and…

Reports on an attempt to measure English as a Second Language (ESL) students' ability to apply reasoning in reading, using an experimental test based on Piaget's concrete operations. Suggests that the Test of English as a Second Language (TOEFL) reading comprehension subtest does not measure the ability to apply reasoning in reading; therefore,…

Uses a proofreading task to investigate whether function and content words are processed differently in a text. Concludes that misprints are hard to detect in words that retain the original shape, short words prevent detection of misprints more than long words, and that there is an interaction between word type and length. (HOD)