Reports the findings of experiments that suggest that much of perception, even to high interpretive levels, is automatic and independent of intention or consciousness, and that the production of words in reading may involve problems that have nothing to do with articulation, even if the words have been identified. (GT)

The results of experiments conducted with college-age subjects point to analogy and generalization as the most likely mechanisms for transferring spelling/sound correspondences in the absence of knowledge of the existence of the correspondences. (GT)

Presents a theoretical model of reading that takes into account the principal differences between skilled and deficient readers; describes a study that tested the relevance of the model by comparing good, average, and poor partially sighted readers and by studying how training affected the reading process. (GT)

Reports ...an investigation to determine the incidence of vocalism during silent reading by two groups of intermediate grade children: reading achievers and reading retardates. A general conclusion is that vocalism is a natural adjunct of the reading process and that at appropriate times all of us use it as a secondary sensory reinforcement."…