Concludes that not all functions of oral language develop to the same extent in readers and nonreaders and that this is not related solely to IQ. (FL)

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

Investigates whether ESL students find some types of words easier to guess than others and whether better ESL students use context more effectively than do weaker students in guessing unknown words. (FL)

Concludes that elementary school children taught with a technique involving nonverbal restructuring made significant reading gains over those taught with a question-answer method. (FL)

Reaffirms the relationship between classification and reading and supports the emphasis on the substrata factor theory on classification and superordination in particular. (FL)

Investigates the development of children's metacognitive knowledge about reading, its relationship to reading performance, and the influence of using two different interviewing techniques for eliciting information about reading. (FL)

Concludes that less proficient readers, in general, are less able to use graphophonic cues and may rely more on contextual cues than proficient readers.