In the present study, we used a scanpath approach to investigate reading processes and factors that can shape them in monolingual Russian-speaking adults, 8-year-old children, and bilingual Russian-speaking readers. We found that monolingual adults' eye movement patterns exhibited a fluent scanpath reading process, representing effortless…

The authors sought to further the understanding of reading processes and their links to comprehension using two reading tasks for elementary-grade students. One hundred sixty-six students in grades 2-5 were randomly assigned to one of two conditions: reading with questions presented concurrently with text or reading with questions presented after…

Investigates the epistemology of reading theory, practice, and research. Examines the theories of knowledge implicit in two views of the reading process (L. Rosenblatt's and D. Rumelhart's). Concludes that differences between and among theories of reading, reading instructional approaches, and reading research paradigms often result from and…

Describes an International Reading Association award-winning dissertation comparing the processes of comprehending written language with the processes of spoken language.

Finds that Japanese fifth graders' naming speed was a good indicator of the automaticity of the lexical access for both syllabaries and morphograms, but that skilled/less-skilled differences in vocalization latencies were greater for real words than for pseudowords for both hiragana and kanji. Discusses the applicability of C. A. Perfetti's verbal…

Compares the effects of two prereading instructional treatments on students' comprehension of narrative and expository texts. Indicates that the teacher-directed condition is more effective than the interactive condition at promoting comprehension, and that both treatment conditions are superior to no prereading instruction at all. (MG)

Investigates the phenomenon of topic shift (sentences initiating a new topic are given additional processing time by skilled readers). Finds adults showed a proportionately greater effect than fifth graders when more difficult expository texts were used but not with easy narratives. Finds that paragraph marking did not influence the processing of…

A study investigated the singular and combined effectiveness of phrasing and repeated readings (practice) on the recall of idea units and narrative categories of fifth grade good and poor readers, concluding that practice rather than phrasing proved to have the most facilitating effect on poor readers' recall of idea units but not narrative…

Using kindergarten subjects, a study examined whether prereaders learned better with visual cues while novice readers learned better with phonetic cues. (HOD)

A review of interactive models of reading combined with the assumption of compensatory processes indicates that compared to poor readers, good readers appear to have superior strategies for comprehending and remembering large units of text and are superior at context-free word recognition. (MKM)

Examines the story comprehension patterns of good and poor sixth-grade readers across four modality combinations for input and output: listening-oral recall, reading-oral recall, listening-written recall, and reading-written recall. (HOD)

Describes a study whose purpose was to identify the relative contribution of the nature of instruction and the frequency of encounters in bringing about word knowledge proficiency in fourth-grade children. Results suggest that instruction based on definitional associations is sufficient to affect word knowledge. (HOD)

Investigates the effect of vocabulary-based and generative-reciprocal inference procedure (GRIP) training on third grade readers' comprehension. Reports that the GRIP group outperformed control and basal inference groups on various inferential transfer tasks, indicating that strategies which help students attend to text clues aid in making…