When reading from left to right, useful information acquired during each fixational pause is widely assumed to extend 14 to 15 characters to the right of fixation but just 3 to 4 characters to the left, and certainly no further than the beginning of the fixated word. However, this leftward extent is strikingly small and seems inconsistent with…

The aims of this study were to analyze the relationship between dyslexia and eye movements and to assess whether this method can be added to the workup of dyslexic patients. The sample was comprised of 11 children with a diagnosis of dyslexia and 11 normal between 8 and 13 years of age. All subjects underwent orthoptic evaluation, ophthalmological…

Twenty-two readers (ages 10 to 35) with scotopic sensitivity parsed sentences under scotopic correction (using colored transparent overlays) and control conditions. Although eye movements suggested enhanced parsing, comprehension scores were not significantly improved with correction. (DB)

A proposal that the normal reader does not pay attention to individual letters but to sets of features which are characteristic of a word as a whole is presented and tested in this investigation. It was hypothesized that the reader learns (1) to extract distinctive feature information simultaneously from several parts of the configuration and (2)…

In order to test hypotheses derived from the concept that grammatical, syntactic, semantic, and contextual cues affect the degree of reading comprehension in a visual display, the present investigation was undertaken using the French language. The subjects were approximately 30 college students in a second-semester elementary French course. Five…

The purpose of this study was to compare mature readers' comprehension of text presented in traditional orthography with their comprehension of text presented in a regularized orthography, specifically, to determine whether, when traditional orthography is regularized, any loss of meaning is attributable to the loss of the visual dissimilarity of…

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)

THIS WORKBOOK WAS DEVELOPED IN A CURRICULUM PROJECT DESCRIBED IN VT 004 454 TO HELP YOUNG PEOPLE LEARN BASIC PRINCIPLES AND CONCEPTS OF MECHANICS AND TECHNOLOGY. IT IS THE THIRD OF FOUR BOOKS WHICH PRESENT 30 EXERCISES DESIGNED FOR 30 CLASS PERIODS. THE EXERCISES, SIMILAR TO THOSE IN APTITUDE TESTS, COVER ABSTRACT REASONING, TECHNICAL…

THIS WORKBOOK WAS DEVELOPED IN A CURRICULUM PROJECT, DESCRIBED IN VT 004 454, TO HELP YOUNG PEOPLE LEARN BASIC PRINCIPLES AND CONCEPTS OF MECHANICS AND TECHNOLOGY BY MEANS OF A SERIES OF APTITUDE TRAINING EXERCISES. IT IS THE LAST OF FOUR BOOKS WHICH PRESENT 30 EXERCISES DESIGNED FOR 30 CLASS PERIODS. THE EXERCISES ARE SIMILAR TO APTITUDE TEST…

ANSWERS TO QUESTIONS IN "VOCATIONAL TALENT EXERCISES, PART C" (VT 004 460) ARE GIVEN. RELATED DOCUMENTS ARE VT 004 454 THROUGH VT 004 471. (EM)

ANSWERS TO QUESTIONS IN "VOCATIONAL TALENT EXERCISES, PART D" (VT 004 462) ARE GIVEN. OTHER RELATED DOCUMENTS ARE VT 004 454 THROUGH VT 004 471. (EM)

THIS BOOKLET WAS DEVELOPED IN A CURRICULUM PROJECT, DESCRIBED IN VT 004 454, TO HELP YOUNG PEOPLE LEARN BASIC PRINCIPLES AND CONCEPTS OF MECHANICS AND TECHNOLOGY AND THUS RAISE THEIR TRAINABILITY LEVEL. IT IS FOR USE BY THE TEACHER WITH FOUR WORKBOOKS, "VOCATIONAL TALENT EXERCISES," PART A (VT 004 458), PART B (VT 004 459), PART C (VT…

To investigate the effects of perceptual training upon selected measures of reading achievement in grade 1, 12 experimental classrooms of randomly selected first graders received a 29-day adaptation of the Frostig Program for the Development of Visual Perception. Thirteen control classes added comparable time to the regular reading instructional…