This paper presents an overview of evidence from psychological research, which enables us to understand the processes involved in word reading, how children develop word reading skills and how to teach them to read words successfully. Psychological models of reading in alphabetic orthographies propose two routes to word reading: an indirect route…

A group of 50 good readers and a group of 50 poor readers of Grade 5 matched for age and intelligence and selected on the basis of their proficiency in reading comprehension were tested for their competence in word reading and the process of planning at three different levels, namely, perceptual, memory and conceptual in order to study the…

This paper used meta-analysis to synthesize the relation between visual skills and Chinese reading acquisition based on the empirical results from 34 studies published from 1991 to 2011. We obtained 234 correlation coefficients from 64 independent samples, with a total of 5,395 participants. The meta-analysis revealed that visual skills as a…

The primary purpose of this study was to investigate the various neurocognitive processes concomitant to reading by attempting to identify various subtypes of reading disorders in a referred sample. Participants were 216 elementary school students in grades two through five who were given select subtests of the Woodcock Johnson-III Tests of…

The purpose of this paper is to gain insight into the nature of the reading process through an understanding of the general nature of sensory processing mechanisms which reorganize and restructure input signals for central recognition, and an understanding of how the grammar of the language functions in defining the set of possible sentences in…

In two experiments, visual and auditory memory were tested for good and for poor readers from the upper elementary grades. Under experimenter-blind conditions, no reading group differences existed for single-mode presentation in recognition frequency or recognition latency. With a multimodal presentation, latencies for poor readers were similar to…

No difference was found in recall of nonverbal stimuli between normal and learning disabled readers, suggesting that primary reading deficits in learning disabled children are related to verbal encoding deficiencies (visual-verbal integration) and not to deficiencies of visual memory, as suggested by the perceptual deficit hypothesis. (Author/GDC)

Examines and rejects two traditional assumptions about fluent reading: that identification of letters is necessary to identify words; and that identification of words is necessary to comprehend. Proposes that identification and comprehension are two separate tasks and that a reader comprehends because he reads for meaning in the first place. (MB)

Synthesizing a diverse group of studies, author argues that reading disability is not a unitary phenomenon but can result from deficiencies in different psychological processes. Based on the points at which an individual's reading breaks down, she presents a fourfold classifications scheme capable of categorizing all poor readers. (Editor/RK)

Presents six diagrams that describe what happens when a text is read. (HOD)

This report on speech research contains 21 papers describing research conducted on a variety of topics concerning speech perception, processing, and production. The initial two reports deal with brain function in speech; several others concern ear function, both in terms of perception and information processing. A number of reports describe…

This paper reports on a study concerned with rapid mental operations of the central processor as it performs tasks such as the comparison of rotated figures, mental arithmetic, sentence verification, and memory scanning. The central processor is the site of most of the symbol manipulation that takes place in the human information processing…

This report summarizes research performed at the Universtiy of Kansas that involved several topics related to reading and learning to read, including the development of automatic word recognition processes, reading for comprehension, and the development of new computer technologies designed to facilitate the reading process. The first section…

Differences in perceptual processes of good and poor readers relevant to single word perception have been studied in a series of experiments. The major differences between good and poor readers have been shown to occur at the level of the single word; other differences occur in knowledge of spelling patterns and ability to make use of letters'…

Twenty children in each of grades 2 and 4 were given a reaction time task of the type in which Sternberg (1969) shows high-speed, serial, exhaustive scanning of information in memory. On each trial subjects were asked to memorize two, four, or six pictures and were then presented with a single picture probe. The subject made a key-pressing…