Investigates good and poor readers' ability to answer text-based inference and paraphrase questions after reading two narrative stories and two expository passages. Finds that expository passages are significantly more difficult for children to understand than narrative stories, and that good readers read texts faster than poor readers. (MM)

Examines the error detection task, a paradigm used to measure metacognitive skill. Finds that conceptual tempo, passage readability, and error type, as well as reading ability, influence sixth-grade students' performance on error detection tasks. (MM)

Shows that an errorless discrimination training (EDT) group made significantly fewer errors during instruction in learning the letters of the alphabet than did a reinforcement-extinction group. (RB)

Describes a specially designed measure of attitude toward reading and reports on the relationship between attitude toward reading, participation in compensatory reading programs, and reading achievement. (JM)

Describes two studies designed to determine if a sentence verification technique would detect differences in performance when subjects read material of varying difficulty. Concludes that the technique was sensitive to differences in text difficulty and suggests several possible uses and advantages of the technique. (HOD)

Reports on two experiments which examined whether normal and disabled readers differed in the ability to use orthographic structure information to process printed material. Finds that disabled readers use orthographic structure information as much or more than normal readers. (MM)

Reviews the literature in teaching reading as a second language. (RB)

Indicates that the two tests measure distinct factors in reading comprehension. (RB)

Proposes a method for presenting language materials visually as a way of facilitating the teaching of reading and presents preliminary data suggesting that the method is a plausible one. (Author/RB)

Analysis of metaphor influence upon reading comprehension showed that comprehension of the metaphorical passage was lower than comprehension of the nonmetaphorical passage.

Offers the Trait Treatment Interaction model as a means through which instructional decision makers can collect and evaluate data on the effectiveness of alternative forms of reading instructions for individuals of differing aptitudes. (RB)

Of 15 skills, generally considered pre-requisites for independence in recognizing and pronouncing written words, at least three skills were found to be false pre-requisites; four skills were identified as possibly necessary; and seven were associated with competency on the reading aloud task. (RB)

Concluded that the reading-storage technique deserves consideration as an objective measure of the primary effect of reading. (RB)

Describes a study in which investigators attempted to provide an example for approaching vocabulary development from a theoretical basis and tried to provide empirical support for some techniques presently used in teaching word meanings. (Author/HOD)