In the most adequate psycholinguistic model of the reading process the proficient silent reader decodes directly from graphic surface structure into deep structure, with no decoding into oral surface structure. Three cue systems used by all proficient readers include graphic cues (letters and words), syntactic cues (the grammatical arrangement of…

Three passages that differed in accessibility but not linguistic difficulty were read by 52 11-year-old remedial readers, focusing on words read correctly. Readers were able to use linguistic cues to solve difficult words. Context dependency was affected both by decoding ability and text accessibility. (SK)

A review of research in reading comprehension is presented. The role of language in comprehension is analyzed and implications are drawn for actual practice by primary teachers in the reading curriculum. (Author/SK)

Test results show that children who are skilled comprehenders are more rapid at oral word decoding than are less skilled comprehenders. (Author/DEP)

Eye movements and comprehension were examined when good and poor seventh graders read materials which contained cloze deletions and read comparable nontreated materials. The number of fixations and regressions increased when good readers read cloze materials. Good readers demonstrated superior comprehension under both treatments. Good readers…

Two experiments examined proofreading errors to test whether reading is mediated by a phonological recoding stage. In the first experiment, 162 undergraduates circled the misspelled words in a text as the experimenter read the passage aloud. In the second experiment, 165 undergraduates corrected misspellings as they read the same passage silently,…

To examine the effect on comprehension of mistakes made while reading, a three-experiment study was conducted. A secondary aim was to determine whether the unskilled reader would make hypotheses about what words in the text should be. In the first test, 80 nine-year-old students with average or above average reading abilities read narrative…

Reading is a process in which written language conveys meaning between writer and reader. The reader uses graphic, syntactic, and semantic cues to get to the meaning. This study examines the reading process of 94 subjects with proficiency levels ranging from low second grade to high tenth grade using the Goodman Taxonomy of Reading Miscues. The…

Identifies the miscues adult Chinese learners of English typically make in their reading, the positive and negative impact of first language influence on their foreign language reading, and the role language development plays in reading comprehension. (RS)

Common misconceptions about children's reading difficulties are discussed, and practical suggestions for classroom remedies are presented. (LH)

The purpose of this study was to examine the relationship between reading comprehension and the perception of syntactic and semantic errors by fourth graders. Forty-eight students were divided according to reading comprehension tests into high and low performance groups. Each student then read orally twelve sentences, of which four were normal…

Investigates the effect of reading ability on graphically and contextually constrained oral reading errors of fourth grade readers at differing degrees of reading difficulty. Indicates that, at both low and high levels of difficulty, better readers relied on contextual information and poor readers relied more on graphic cues. (MS)

This study investigated the success rate and the type of teachers' responses to miscues during a six-month tutoring program. Teachers gave prompts, or cues, to help each child recognize unknown words, concentrating on behaviors hypothesized to encourage pupil success and independence in decoding. Previous research had shown that inservice teachers…

This article challenges the word-identification view of reading and the resultant assumption that anyone who has difficulty reading words is dyslexic. It describes research demonstrating that word identification is less important in proficient reading than coordinating various language cues and metacognitive strategies to construct meaning. The…

This paper investigates the intentional creation of ambiguity by composers of cryptic crossword puzzles. Taking a research question of "what makes a cryptic clue more difficult to solve than a simple crossword clue," it compares a sample of cryptic and quick crosswords from "The Guardian" and attempts to isolate the linguistic…