Examines whether the comprehension of English-as-a-Foreign-Language (EFL) students who were trained to summarize improved more than that of students who responded to short-answer questions. Finds that since the reading comprehension of all classes improved significantly, the study could not prove that either approach was the major cause of this…

Examines the relevance of decoding, comprehension, and reading rate as used by teachers for evaluation of their students' reading competence. Finds that teachers claim to rely only on decoding and comprehension in assessing reading competence, but that in practice teachers rely quite heavily on reading rate as a diagnostic tool. (RS)

Uses preschool tests of general verbal ability, verbal memory span, phonological awareness, lexical access speed and accuracy, and letter knowledge in preschool as independent measures predicting performance on second-grade reading comprehension, word discrimination, and word decoding speed. Finds differential main effects and interactions but a…

This article challenges the word-identification view of reading and the resultant assumption that anyone who has difficulty reading words is dyslexic. It describes research demonstrating that word identification is less important in proficient reading than coordinating various language cues and metacognitive strategies to construct meaning. The…

This study tested whether the application and transfer of segmentation and letter knowledge to reading could be encouraged by teaching spelling alongside code-based reading instruction, with five matched pairs of kindergarten children with developmental delays. Spelling and word reading performance significantly improved for the experimental…

Discusses six steps backward in public elementary schooling: behavior modification, decoding skills, individualized instruction, mastery learning, grouping, and teaching basics. (SR)

First and second graders studied words by means of a talking computer system that highlighted and pronounced orthographic units in words that were touched with a light pen. Results suggest that presenting words as wholes is at least as helpful for short-term learning as presenting them segmented. (LB)

This 5-year study compared 204 first graders, 60 poor reading third graders, and 105 adults who had been evaluated for reading problems in childhood. Results suggest that attention deficit disorder has no impact on the development of word identification skills but does affect long-term educational outcomes. Phonological decoding and rapid naming…

Describes first-grade children who completed a battery of tasks that included standardized measures of word recognition and spelling, measures of phonological and orthographic processing skills, and a short indicator of exposure to print via home literacy experiences. Finds that phonological and orthographic processing skills are separable…

This study of 281 individuals (ages 6 to adult) with reading difficulties who received 80 hours of intensive instruction in the Auditory Discrimination in Depth Program found that subjects exhibited significant gains on measures of phonological awareness, sound/symbol connections, word identification, spelling, and decoding in context. (Author/JDD)

This paper describes studies at the University of Colorado, where children with reading problems read stories/books on talking computers using DECtalk. Supported by accurate word feedback, the children's word recognition and phonological decoding have improved. Projects using computer speech programs in a spelling program, home-based reading…

Investigates why some middle school students appear to be good decoders but have problems with reading comprehension. Shows that their listening comprehension was no better than their reading comprehension, and thus rather than needing further instruction in decoding, they require assistance in developing their general language and listening…

Contrasts ways phonics is frequently taught with examples of ways phonics would be taught according to research. Responses to major criticisms of a phonics approach are presented. Research indicates the best reading instruction involves systematically teaching children the most common sound for a select group of letters and letter combinations.…

Listening and reading comprehension tests were administered to 180 children in grades 3-8. A regression equation was derived and applied to listening comprehension scores of seven children with reading difficulties. The procedure was determined to be useful in predicting reading comprehension and attributing it to poor decoding, poor…

The Dyslexia Training Program, a remedial reading program derived from Orton-Gillingham methods, embodies principles of structured phonetic instruction, drill and repetition, and multisensory methodology. Following the two-year program, dyslexic students (N=22) demonstrated significantly higher reading recognition and comprehension than a control…