Argues that the teaching of initial reading should focus upon the beginning reader rather than on teaching procedures and that factors in the individual child such as motivation, experience, oral language, cognitive development, and pace of learning should be considered. (FL)

Variables affecting long-term retention are examined: (1) learner history--including ability, prior knowledge and self-confidence; (2) events (teaching techniques) occurring immediately before reading; (3) events occurring during reading; and (4) events in the retention interval, particularly practice effects. The ACT associationist model is used…

This study consisted of two repeated measures experiments which explored the relationship between punctuation and grammatical expectations. (HOD)

Provides the results of a case study that shows how instructionally-controlled reading strategies are refined and expanded into mature strategies; recommends techniques for helping students develop mature reading strategies. (TJ)

A series of Danish studies suggests that a great deal of prequestioning before students read may adversely affect students' reading processes. (DD)

Examines the relationships among accuracy and latency of word recognition and comprehension by nonfluent readers and whether component letter or holistic processing was used in word recognition by these same readers. (HOD)

Three lexical decision experiments show that Serbo-Croatian letter-strings are ascribed two phonological readings simultaneously. This phonologic bivalence may impede lexical decision making if the letter-string has a lexical entry in one of the alphabets (Roman and Cyrillic). (RL)

A sample of 80 first- and second-grade children selected to represent four levels of reading competence were tested in their recognition of semantic, syntactic, and lexical change in sentences previously decoded during prose reading. (JMB)

Reports on research on point of view and its effect on reading processes. (AM)

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)

Bilingual subjects' decoding of texts in mixed language requires no more time than their decoding of material in homogeneous language. Bilingual speakers appear not to command two separate lexical lists, but only one basic internal dictionary consisting of the lexical items they have learned for both languages. (DB)

Article suggests certain tasks must be performed before a pupil can learn to read. What these tasks are depends upon whether teaching method is analytic--introducing words as whole units to be broken down--or synthetic--introducing individual written signs as sounds, to be built up into meaningful units. (RW)

Introduces briefly the social, meaning-based linguistic perspective of genre. Describes how written language is different from oral language. Shows the complexity of written language structure by illustrating how the "element of description" is realized in various written genres. Examines the implications of making genre a more critical…

Provides new evidence from Spanish and English self-paced reading experiments on relative clause attachment sites. Suggests that a principle like Late Closure is universally operative in the human parser. Proposes that a second factor is the principle of Predicate Proximity. Discusses the origins and predictions of the theory combining these two…

Two experiments showed increased use of orthographic rime correspondence in nonword reading tasks from second to fourth grade, with no further increase from fourth to sixth grade. The use of orthographic rime correspondences in reading ambiguous non-words was more strongly associated with word-level reading skills than was the use of…