This study was designed to determine whether adults' memory for pictorial and word stimuli might be differentially affected by age. Twenty female secretaries, median age 22.1, and 20 female members of a senior citizens' center, median age 69.4, were asked to learn lists of pictorial and word stimuli under free recall conditions. Eight trials were…

The primary focus of this paper is on black children and the relationship between their productive and receptive language competencies. The solutions which have been proposed to solve the dilemma of black pupils' poor reading achievement are discussed. It is noted that none of the proposed solutions has the unqualified support provided by a mass…

The cognitive clarity theory focuses on the learning-to-read process rather than on the reading process of the mature reader. The cognitive clarity theory already seems to show some power in explaining some puzzling findings in reading research. Some examples of these paradoxes are: earlier letter-name knowledge is highly correlated with later…

Two sources of information are involved in reading; the visual information picked up by the eyes from the printed page and the nonvisual information, or prior knowledge, that the reader possesses. An overreliance on visual information leads to an overloading of the cognitive process involved in reading and loss in comprehension. Overreliance on…

THE RELATIONSHIP BETWEEN "READING DECISIONS" AND EACH OF THE FOLLOWING VARIABLES WAS INVESTIGATED--(1) READING ACHIEVEMENT NOT RELATED TO INTELLIGENCE, (2) INDEPENDENT MEASURES OF ORIGINALITY AND OPINION FORMATION, AND (3) THE PERSONALITY CHARACTERISTICS OF INDEPENDENCE, INDIVIDUALISM, AND SELF-ESTEEM. THE TERM "READING…

In secondary-task reading experiments, easy text filled cognitive capacity more completely than difficult text. A cognitive interpretation is that, in reading easy passages, the cognitive processors are full. But in difficult passages, frequent breakdowns in comprehension temporarily empty processor spaces, leaving cognitive capacity for the…

Two experiments are described. One measured performance of subjects on pairs of concurrent verbal tasks, monitoring sentences for certain items while reading. Secondary task performance combined with a primary task is proportional to its performance in isolation. The second experiment checked certain results of the first. (CHK)

Describes a reading program based on Piagetian theory and a psycholinguistic interpretation of the reading process. Explains each component of the program and offers evaluative data attesting to its success. (FL)

Investigates the extent to which learning disabled readers' atypical encoding relates to their deficiencies in semantic memory by comparing learning disabled and nondisabled readers in two age groups on dichotic listening tasks that included orienting and nonorienting instructions. (HOD)

Describes how reader response theory can be easily adapted to classroom practice, thereby sharpening student interest in reading, increasing their capacity to reason and write, and fostering greater regard for different points of view. (HOD)

Recognizing that top-level structure helps students find main ideas and recall important facts, this research review recommends teaching top-level structure from middle school through college. (HOD)

Explores the recognition and memory of words by hearing and deaf children and finds evidence relevant to the reading difficulty experienced by the deaf. (FL)