It was hypothesized that the Bransford-Franks linear effect is an artifact of the method of presentation of stimulus sentences and is unrelated to semantic processes. Subjects were given sentences containing the same information in one of two ways. In a control condition, which was identical to the procedure used in earlier research, overlapping…

The purpose of this study was to investigate the visual discrimination abilities of regular class children with varying levels of word recognition skill and of special class children. Word recognition and intelligence scores were obtained on 90 primary-aged children in regular classes and on seven children in a special class. The subjects were…

This paper discusses the role of the affective realm in the reading process. Its purposes are to provide some basic information about self-concept and to emphasize the prominent position which self-concept should occupy in teaching. The contents include a discussion of what self-concept is, of how self-concept is developed, and of the relationship…

The Informal Reading Inventories included in this booklet are designed to determine the independent, instructional, and frustration levels of a student. An inventory may be used as a quick means of determining the reading levels for a new student, as a means of determining reading groups, and as a simple diagnostic tool for determining deficient…

The relationships between reading scores of seventh-grade readers and their scores on the Zaslow Concept Formation Test were studied. The Gates-MacGinitie Reading Test and Tests of General Ability scores were obtained from school records on 118 students of which 32 were considered high-scoring readers (upper 27 percent) and 32 low-scoring readers…

Language differences peculiar to the disadvantaged are discussed as they relate to reading. Linguistic differences, including the interdependence among language, operant feedback, thought, and experience, and the power of these to reconstruct and reassociate through reading constitute one barrier. Another is the effects of language on the total…

This study investigated the effect of two classes of variables on a person's performance: the size of the window within which normal text was displayed and the type of information present in the display beyond the boundaries of the window. Six junior and senior high school students, identified as being among the best readers in their school, were…

REALISTIC is an acronym based upon the three literacy skills areas studied--REAding, LIStening, and ArithmeTIC. The general objectives of the project are: (1) to provide information concerning the demands for reading, listening, and arithmetic skills in several major military occupational specialties (MOSS), and (2) to provide information and…

Strategies for apprehending and processing verbal material were studied in deaf and normal children by using color-word interference tasks. Color-word interference task was described as a method of apprehension evaluation with minimum memory contribution. The task involved three cards: one containing color patches, one containing printed names of…

This study was designed to explicate the nature of the processes utilized by students when learning from textual materials when the text has been augmented by interspersing questions at various points. Sixty undergraduate students were randomly assigned to one of six treatment groups. The experimental treatments were: (1) questions shortly before,…

In order to assess various reading and writing abilities of adults, for comparison with corresponding abilities of pupils in grades 7 through 12, and to investigate the extent to which adults' reading and writing abilities can be regarded as satisfactory, answers to a series of tests and questionnaire data were obtained from random samples of…

The effects of relevant active questions, those which subjects can put alongside answers, are investigated and compared with those of active and provided questions, over a series of six presentations for both short- and long-term (ten month) situations for subjects of high and low reading ability in the intermediate grades. (RAO)

A follow-up investigation of 68 children 10 years of age who had been assessed originally at ages 4, 8, 13, and 27 months, did not reveal strong relations between infant variables (such as attentiveness, vocal excitability, irritability, or activity) and reflection-impulsivity, intelligence quotient, or reading ability at age 10. (JMB)

Discusses important reasons why children fail to read in the primary grades, examines two critical stages in learning to read as well as the goals and emphasis each require in instruction, and suggests an effective educational prescription for helping children become good readers. (RK)