Representatives of a variety of disciplines concerned with either clinical or research problems in vision and learning disabilities present reviews and reports of relevant research and clinical approaches. Contributions are organized into four broad sections: basic processes, specific disorders, diagnosis of visually based problems in learning,…

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 28 titles deal with a variety of topics, including the following: (1) the usefulness of peer-shared reading information in primary-grade reading groups; (2) development and evaluation of a sustained silent reading program in…

Research on children's oral reading errors provides evidence that both top down and bottom up processes interactively contribute to reading. Syntactic and semantic expectations are sources of information for top down processing, while knowledge of letter-sound relations provides information for bottom up processing. As children learn to read,…

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 26 titles deal with a variety of topics, including the following: (1) a structured and an unstructured approach to kindergarten instruction and their effects on reading readiness for the first grade; (2) effects of exposure to…

The "cognitive clarity theory of reading" represents a resolution of the controversies about the relation between speech, writing, and reading. The work of M.A.K. Halliday suggests that learning to read and write is a natural extension of the "mathetic" speech functions, which consist of speech related to children's attempts to understand…

This collection of papers deals with the slower learner in the Scottish secondary school. The first paper, "Language and Learning," presents ways of classifying slow learners and the classroom activities designed for them. The second paper, "The Teaching of Reading," discusses reading as a thinking process and offers teaching methods based upon…

Discusses recognition of cognates used in teaching materials prepared by the English for Specific Purposes Project for academic courses. Presents suggestions based on theoretical considerations of cognate recognition. Examines, by way of protocol studies, how foreign students of English make use of cognate recognition. Suggests that strategies for…

Learning how to think is essential for children to grow into responsible citizens and contribute to society. Schools need curricula that support a variety of thinking strategies as students read, write, and study content-area subjects, and learn to evaluate and manage what they do. This book for teachers provides a framework for creating a…

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…

Although evidence is accumulating that the major reading difficulty dyslexics experience involves decoding and recognizing printed words, it is not clear that all dyslexics read poorly for the same reasons. A study investigated dyslexic children between 7 and 14 years of age to see if their reading errors and patterns of performance would enable…

Traditionally, studies of beginning reading have focused either on between-subjects' differences or on changes in reading performance characteristics induced by specific training procedures. A third approach to reading is a within-subjects' comparison of individual performance characteristics at varying difficulty levels. The present study…

Research reports on the nature of speech, instrumentation for the investigation of speech, and practical applications of speech research are presented in this status report. The 18 reports deal with a variety of topics, including the following: (1) cyclic production of vowels in sequences of monosyllabic stress feet; (2) differences between…

This paper reviews some of the strategies the receiver uses in the process of comprehending a message in a foreign language and discusses some of the ways in which the listener/reader goes beyond the actual physical form of the message during this process. The role of guessing is discussed in the context of the following theories: the…

Advancing the thesis that a student develops a schema for reading in the same manner as schemata for other classes of things, events, and situations are developed, this paper contends that knowledge of "what reading is" should have a potent influence on how and when a person utilizes reading skills and strategies to extract information…

Originally presented at a symposium on cognition and written language, the 14 papers in this collection discuss research findings regarding reading and writing processes, ways that the development of effective reading and writing can be abetted by instruction, and research needs in the area of cognition and written language. The papers focus on…