Concludes that in virtually all tests involving phonemic processing, poor readers performed significantly worse than did chronological age controls. (FL)

Reports on a study that investigated the span of letter recognition (the region of text from which letter information is used during a fixation) for good and poor fifth-grade readers during a reading task. (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)

The process of acquiring word meaning from context was investigated for high- and low-ability fifth-grade children. Findings demonstrated characteristics of processing that differentiate successful and less successful acquisition and underscore the complexity of the meaning-acquisition process. (HOD)