The inferential word decoding skills of 24 reading disabled elementary level boys were compared with those of boys with attention deficit disorders/hyperactivity but not reading disorders and with nondisabled boys. Results lent support to the importance of providing explicit instruction in decoding skills, especially for younger reading disabled…

A prereading model based on a 9-month longitudinal study of 45 deaf preschool children from state residential schools is presented. The model contends that reading can be initiated by giving deaf children opportunities to match their internalized manual language to printed words, stressing reading-related activities involving parents, teachers,…

Explains five strategies for teaching reading comprehension: (1) imaging or visualizing; (2) paraphrasing; (3) questioning and inference; (4) prereading; and (5) metacognitive strategies. (SRT)

Proposes three guidelines to assist teachers in helping students become independent decoders: (1) teach the flexible use of a repertoire of strategies, (2) don't overnurture, and (3) provide a strong vocabulary development program. (FL)

Proposes a theory to explain why writing and reading contribute to growth in each other--both are compositional in nature or require the reader/writer to arrange responses to form a coherent whole. (AEA)

A study of state educational policymaking revealed a number of instances where assertions have been made about what the "research says" in offering support for particular policies; however, in many of these instances the available research seems to have been distorted or exaggerated in order to better leverage particular policy…

Offers the rationale for switching from sight word cards to sight phrase cards and provides several other techniques to improve reading ability. (TO)

Suggests that informal word analysis inventories be used to determine a pupil's skill mastery level and, because of the flexibility of informal tests, that they are perhaps superior to standardized measures. (TO)

Discusses the basic precepts of the Reading Miscue Inventory as an evaluation of oral reading. (TO)

Reports an investigation of the incidence of and relationships among word and letter reversals in writing and Bender-Gestalt rotation errors in matched samples of normal and retarded readers. No significant diffenences were found in the two groups. (TO)

Cognitive and instructional strategies were taught concurrently with a reading program emphasizing auditory skills for 34 mildly retarded elementary students. Participation resulted in no greater improvements in achievement scores for the Ss than for a control group which received no strategy training. (Author/CL)

Replicates an earlier study that concluded that skilled comprehenders were relatively unaffected by whether a word was known. (HOD)

Raises objections to the methodology used and the conclusions drawn by L. S. Fleisher, J. R. Jenkins, and D. Pany in a study reported in a previous issue of this journal (see EJ 210 792). (MKM)