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)

Reanalyzes data collected in a 1990 study on factors in reading ability to see whether the three individual difference factors advanced in rauding theory were also detectable in the data from the earlier study. Finds support for the three rauding ability factors. (SR)

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)

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

Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully to demonstrate that the orientation readers take while reading a passage influences the specific information that will be retained from that passage. (HOD)

This study was designed to explore the sensitivity of children to orthographic structure, particularly across two grade levels and between two levels of reading ability within each grade. (HOD)

Presents results of a study comparing standard automobile insurance policies which are difficult to understand with passages from new readable insurance policies, using the cloze procedure with 150 college and high school students in three reading-ability groups. (JM)

Seeks to identify difference between six proficient and less proficient college freshmen in their use of personal evocations and reflections in the reading transaction. Finds that, although proficient readers integrate textual cues and prior knowledge in a process of reflecting about stories and characters, less proficient readers seem to approach…

REALISTIC is an acronym based upon the three literacy skills areas studied--REAding, LIStening, and ArithmeTIC. The general objectives of the project are: (1) to provide information concerning the demands for reading, listening, and arithmetic skills in several major military occupational specialties (MOSS), and (2) to provide information and…

Reports a study intended to examine whether there is a relationship between reading ability and the size of the visual units attended to during visual word processing. Concludes that both good and poor readers read holistically but that poor readers are deficient in analyzing a word's components. (JAD)

Assesses the factors influencing the word pronunciation of seventh-grade adolescents who scored either above or below grade level on vocabulary skills. (Author/RB)

Assesses the relationship between literacy abilities and on-the-job performance of electronics technicians from three employment levels (training, experienced, and supervisory). Finds no significant correlation between reading ability and job performance but finds that metacognitive aspects of literacy consistently and significantly correlated to…