School characteristics associated with reading achievement and characteristics of low achievers in reading are examined in separate articles in this report. The first article begins with a review of the literature on school effects, arguing that there are school variables that show consistent associations with achievement, when the structure and…

Special equipment was used to record the eye movement patterns of 60 children enrolled in a reading clinic. There were 20 children in each of three groups: good readers, slow readers, and non-readers. The children were shown printed material on a screen accompanied by action sequences and voice recordings similar to what they might see on…

Ideas to be understood and to be remembered must be organized. To organize ideas the reader must recognize the relationship of the parts of the ideas, to one another and to the whole. The reader with no orderly set of the ideas presented on the printed page cannot carry on a dialogue with the author and profit from the reading experience. What did…

A four-week course in reading comprehension which attempts to provide students with a repertoire of techniques to use when they encounter difficult reading passages is described in this paper. At the end of the course, students must demonstrate their ability to skim a short reading passage and write a one-sentence summary of its central theme and…

Twenty children in each of grades 2 and 4 were given a reaction time task of the type in which Sternberg (1969) shows high-speed, serial, exhaustive scanning of information in memory. On each trial subjects were asked to memorize two, four, or six pictures and were then presented with a single picture probe. The subject made a key-pressing…

After a review of past research in reading education, Science Research Associates arrived at reading objectives which were then reviewed by the National Assessment of Educational Progress staff, educators, and laymen. The six major reading objectives, appropriate for age-groups 9, 13, 17, and young adults, are the abilities to comprehend, analyze,…

The central concern of this book is the effect of reading from the perspective of Holbook Jackson's reference to "the reader as artist". Part One, Literary Backgrounds, establishes the literary and psychological framework central to the book. The second part, Research Backgrounds, focuses on (1) investigating the reading process and specific…

This book is a series of essays on the subject of miscue analysis, a diagnostic procedure rooted in the psycholinguistic view of reading. The focus of miscue analysis is on the broad field of reading comprehension rather than the isolated decoding of individual words and letters. The contents of this book include: "Introduction" by Sister Rosemary…

Two contrasting theories of reading are reviewed in light of recent research in psycholinguistics. A strictly "visual" model of fluent reading is contrasted with several mediational theories where auditory or articulatory coding is deemed necessary for comprehension. Surveying the research in visual information processing, oral reading,…

This book, a comprehensive statement about the reading problems of adolescent students, relates the principles of learning and learning theory to the teaching of reading. Using a linguistic orientation, the author guides the teacher through the procedure for developing word recognition skills, comprehension skills, content-area reading skills, and…

This study was designed to investigate the differences in effectiveness in teaching sight words to kindergarten children by using words only (no-picture group), words and simple pictures (simple-picture group), and words and complex pictures (complex-picture group). The subjects were 30 kindergarten children selected from two kindergarten classes.…

AN ANNOTATED BIBLIOGRAPHY OF BOOKS, ARTICLES, BIBLIOGRAPHIES, AND STUDIES IN LINGUISTICS COMPILED BY THE CENTER FOR APPLIED LINGUISTICS FOR TEACHERS OF READING IS PRESENTED. THE MATERIALS ARE LISTED CHRONOLOGICALLY IN THREE GROUPS--PART 1, 1942-66, GENERAL REFERENCES REFLECTING THE THINKING OF LINGUISTS ABOUT LANGUAGE, ITS DEVELOPMENT AND GROWTH…

This volume suggests not only that the reading process is more complex than previously assumed but that, like so many other cognitive and linguistic skills, the richness and depth of the complexity increase the more closely it is examined. Each chapter focuses upon various aspects of the reading process and provides for possible innovations and…

Three experiments use a tachistoscopic word recognition task to investigate how skilled readers covert visual input into a speech-related or phonological code during reading. (Author/NCR)

Presents a framework for conceptualizing development of individual differences in reading ability that emphasizes the effects of reading on cognitive development and on "bootstrapping" relationships involving reading. Uses the framework to explicate some persisting problems in the literature on reading disability and to conceptualize…