One-hundred eighteen children (five-seven years old) were tested fall and spring on language comprehension logico-perceptual development, and reading acquisition. It was concluded that strategies demonstrated in the logico-perceptual tasks may play a fundamental role in correct interpretation of certain language structures. (Author/CL)

Research findings concerned with the relationship between the child's oral language behavior and learning to read are described. A cognitive-biological approach to the child's perceptual system development is taken, and data are presented to support both the developmental point of view of language development and the point of view that the child…

The author reviews findings in perception, cognition, psycholinguistics, and motivation, concentrating on the development of these processes in the nonreading and beginning reading child rather than in the mature processes of a skilled reader. She offers the following conclusions: (1) Research in perception suggests that there are developmental…

THE WORK OF CERTAIN PSYCHOLOGISTS WHICH MAY HAVE BEARING UPON THE FIELD OF READING, PARTICULARLY IN COGNITION AND DEVELOPMENT, IS SURVEYED AND POSSIBLE APPLICATIONS OF PSYCHOLOGY TO READING ARE SUGGESTED. A WELL FORMULATED PSYCHOLOGY OF READING AND AN ADEQUATE THEORY OF READING HAVE NOT BEEN DEVELOPED. INSTEAD, READING SPECIALISTS HAVE TENDED TO…

Investigates the relationship between auditory and visual processing modality and strategy instruction in first- and second-grade children. Determines sentence strategy to be effective for both auditory and visual processing. (HOD)

The purpose of this paper was to relate Jean Piaget's stages of the learning process to the developmental aspects involved in reading comprehension. The need to correlate the developmental stage of the child's mind with the right types of activities was stressed. When a child has succeeded in the task of relating knowledge and affect to language…