Application of psycholinguistic insights initiated a long career researching how children learn to read words. A theory was proposed claiming that spellings of individual words are stored in memory when their graphemes become bonded to phonemes in their pronunciations along with meanings, and this enables readers to read stored words automatically…

A study conducted three experiments focusing on understanding the information processes children use in learning to read Chinese, evaluating the learning differences between skilled and unskilled readers. To understand the strategies of character identification children use, participants in experiment 1, 10 Taiwanese elementary students (five…

Discussion of the amount of mental effort children invest in television viewing versus book reading focuses on a Dutch study based on Salomon's model and his studies with children in Israel and the United States. The depth of information processed is discussed, and differences in results are examined. (18 references) (LRW)

Research on content area reading in English as a second language (ESL) has focused on the psycholinguistic and educational aspects of reading. Psycholinguistic research has found that reading comprehension is not solely a result of text variables such as sentence complexity and length or vocabulary, but is largely dependent on reader variables,…

In a study to explore cognitive growth related to repeated listening to a story, the following questions were considered: (1) Do first grade students' recall ability and comprehension improve with repeated oral retellings of a story? (2) Is the students' recall ability related to their comprehension ability? and (3) Do the patterns of recall…

This experiment explored relationships between seven to eight-year-old children's reading comprehension skills and inferential and constructive processing, and between verbatim text recall and ability to make inferences. Skilled readers were more successful at answering questions from memory, but less skilled readers' performance on literal…

The articles in this collection approach the theme "Reading in the Year of the Child" in a variety of ways. The topics covered in the 23 articles include the following: the school as a center for human development; mainstreaming across nations; mainstreaming and the learning disabled child; a Jungian perspective on reading behavior; the arts and…

A cognitive developmental theory of reading was proposed and tested in a longitudinal study that (1) compared the development of conceptual reasoning (Piaget's "operativity") and oral language (vocabulary and grammar closure) of 148 Australian children during the first 5 years of school and (2) traced the relationship of these variables to reading…

Five separate papers comprise this report of a project in which researchers developed and evaluated methods for helping young adults enhance their use of reading as a learning skill. The first paper discusses tools designed to increase readers' awareness of what they do as they read, teaching approaches used to promote skill development, and…

Focusing on the relationship between learning oral language and learning about written language, this book discusses the emergent literacy (EL) of children growing up in a Western, print-oriented society, as well as findings of research conducted during the past 15 years on how children make sense of the way in which literacy works in their…

Intended to provide an outlet for systematic and substantive reviews, both empirical and theoretical, and for extended integrative reports of programatic research, this volume focuses on the nature of reading and reading disabilities, with implications for both theory and practice. The first chapter of the book reports on a long-term study of the…