A recent finding that good and poor readers may bring different response patterns to the reading task comes from a pilot study in which so-called good readers achieved a higher score on a comprehension test than did poor readers, even when they had not had a paragraph or story to read as a basis for answering the questions. This study was a more…

Reading is a process in which written language conveys meaning between writer and reader. The reader uses graphic, syntactic, and semantic cues to get to the meaning. This study examines the reading process of 94 subjects with proficiency levels ranging from low second grade to high tenth grade using the Goodman Taxonomy of Reading Miscues. The…

Reviews and criticizes literature on the deficiencies of poor readers. (HOD)

Describes research on decoding and reading strategies involving three six-year-old migrant children learning to read in French. (AM)

Discusses how language cues are used in the reading process, describes a means of evaluating a learner's effectiveness in processing these cues, and suggests ways to help foster more effective reading strategies. (Author/RK)

Discusses the steps involved in and the preparation necessary for learning to read (decode) and to comprehend what is read. (JM)

Describes a study of oral reading errors by six-year-olds indicating that previously read words are frequently substituted at points of miscue, but that reliance on this source decreased over the year, casting doubt on previously postulated developmental phases of reading. (HTH)

Determined the strategies adults used as they read. Results revealed two stages of reading development: (1) a reliance equally on print and language based strategies with no integration of the two, and (2) increased ability to use language knowledge to integrate and predict as they read. (SRT)

This study compares the reading achievement of beginning readers in kindergarten who were assigned to two reading groups: (1) cipher readers and (2) phonetic-cue readers. Results showed that the first group did better in both reading and spelling. The importance of beginning readers advancing beyond cue reading to cipher reading is emphasized.…

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

Investigates the theory that readers might mediate the recognition of an unfamiliar word by comparing and contrasting that word to known words by studying a population of fourth- and fifth-grade readers who could correctly pronounce common one- and two-syllabe words but not common polysyllabic words. (HOD)

Examines "primacy of speech perception" hypothesis. Finds covariation between reading and numeration for 94 fourth graders explained by phonetic, syntactic, and semantic cueing strategies as mediated by school-dependent basic language skills. Elasticities analysis demonstrates reading and numeration were not responsive to children's…

In the bottom-up model of the reading process, the reader's first task is to decode the symbols into sound representations. By contrast, the top-down model assumes that the reader begins by guessing about the meaning of some unit of print. Each model suggests different instructional practices. (Author/SJL)

Explores two approaches to discourse structure and comprehension. Illustrates that prior knowledge is ued in conjunction with cues to construct the macrostructure of the story. Provides evidence that text comprehension is based on the presentation of the propositions of the story. (PMJ)

Explores children's ability to segment utterances into syllables and phonemes, and their skills in the recall of sentences of low and high complexity. (HOD)