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)

Concludes that speed in identifying letters and graphonemes correlates highly with reading achievement. (RB)

When groups of children were given a test of visual performance designed to measure their dark interval threshold, differences were found between boys and girls and differences were found indicating that those children who had a moderate threshold showed superior reading ability. (MKM)

The reading performances of fifteen blind readers and fifteen sighted readers were compared by evaluating the reading performances of each reader reading at instructional level from Lippincott's "Basic Reading Series" and from Form A of the "Gray Oral Reading Test." Nine matched pairs of subjects read at grade one first reader level and six pairs…

Two studies were carried out to measure the difficulties in visual perception which affect the reading abilities of disadvantaged children. The first study involved children in the first grades of eight poverty-area schools. Results reinforced earlier findings that urban disadvantaged children scored poorly on tests of visual perception.…

The purpose of this study was to provide an in-depth analysis of vision-screening programs in relation to their efficacy, appropriateness, and feasibility for public school use. Twenty-two vision-screening programs were analyzed for reliability, validity, efficiency of identification and referral cost, and required testing time. Findings are that…

Research shows congenitally deaf children, in comparison with normal children of similar reading experience, greatly excelled in spelling ability and possessed extraordinary word perception ability. (HOD)

Thirty nine 11-year-old children were given the same unilateral word-naming task on two separate occasions. A test-retest reliability of .46 was a function of both reading ability and sex. (Author)

The purpose of this study was to investigate the relationship between field articulation and reading achievement at the end of grade one, and to investigate the effect on the pupil's reading achievement of the field articulation of the classroom teacher. The sample of pupils was drawn from eight first grade classrooms of female teachers. The…

Good and poor student readers and adults read texts in normal format and with 13 spaces between words. Wide spacing improved comprehension for poor readers but did not affect their reading efficiency, while it substantially impaired the efficiency of the other groups. Text difficulty did not interact significantly with spacing. (SJL)