Two experiments sought to determine the orthographic and phonological factors in derived morphology that affected the reading and spelling performance of 75 intermediate-grade poor readers. Subgroups of poor readers used different mechanisms in producing derived or base forms of words according to the complexity of the orthographic and/or…

Findings of two experiments involving young children at a reading level of six years to six years, nine months suggest that phonological priming is an insufficient explanation of the analogy effect at the single word level. Phonological priming plays no role in the use of analogies in story reading. (RH)

Assesses the relationship between literacy abilities and on-the-job performance of electronics technicians from three employment levels (training, experienced, and supervisory). Finds no significant correlation between reading ability and job performance but finds that metacognitive aspects of literacy consistently and significantly correlated to…

Examines the advantages and disadvantages of peer tutoring and Paired Reading, a program of structured pair-work between children with different reading abilities. Claims these methods have great potential for cooperative learning, and emphasizes that good organization by the teacher is essential. (MM)

This study comparing 413 adults who had been abused and/or neglected as children with a control group (n=286) found significant differences between groups in IQ and reading ability, even when controlling for age, sex, race, and social class. Types of maltreatment were associated with differences in IQ and reading ability. (Author/DB)

This study, involving adults with and without mental retardation and mental age-matched children, employed a lateralized presentation of Stroop color words, neutral words, and the subject's first name. Individuals with mental retardation experienced difficulty in effortful processing (inhibiting the reading response on the Stroop trials) and in…

Accuracy of letter identification and latency of reaction time were studied as a function of retinal position in 19 dyslexic adolescents. Dyslexics did not show higher performance scores in the peripheral visual fields but did have longer reaction times in all experimental conditions. (SLD)

Twelve males (ages 8-12) with phonological dyslexia were compared to 12 age-matched good readers and 12 reading-matched students. Results showed that dyslexia is not related to incomplete lateralization or to a failure to inhibit verbal processing in the right hemisphere during reading and writing. (Author/JDD)

Finds that lexical level in a second language (L2) is a better predictor of reading in L2 that the learners' general ability, predicting certain failure (when the learner's lexical level is lower than 3,000 word families), or certain success (when the level is over 5,000). (SR)

Compares the reading of hearing-impaired and normally hearing children on several measures. Finds, in contrast to an earlier study, that the use of an associated strategy by the hearing impaired occurred only in response to isolated sentences. Concludes that the hearing impaired's reading is delayed in some respects but is not different. (SR)

This study of 30 gifted and 30 average secondary-level readers found that both groups used the same reading strategies but with differing frequencies. There were also significant differences in how frequently some strategies were used by field-independent and field-dependent readers. Implications for teaching are noted. (Author/JDD)

In 2 experiments involving 64 undergraduates words central or peripheral to a script appeared in scripted and nonscripted versions of a story. Efficiency of lexical access was measured by word reading time or naming latency. Data provide little evidence of script-related facilitation of lexical access, thus supporting the modularity theory. (SLD)

Finds that orthographic information dominated word recognition of both good and poor readers and that both semantic contexts and text difficulty influenced the reading of target words. Shows that good readers used orthographic information more than did poor readers, whereas poor readers used semantic context more than good readers. Finds support…

Presents open-ended and semistructured interviews to assess reading comprehension. Highlights the potential value of interviews in aligning assessment practices with instruction and learning theory. (MG)

Describes the information gained during a study of 11- and 12-year-old remedial readers. Reflects upon the ways in which adolescents who are considered to be underachievers as readers' perceive their own reading abilities. (MG)