Discusses the advantages of and objections to testing children's reading ages and recommends that test results be given for both reading age and percentile levels (rather than standardized scores). (JM)

Shows that there are beneficial uses of reading expectancy formulas in general, but that there are also factors that make it necessary to use caution when dealing with these formulas. (Author/GW)

The reading process incorporates three factors: images registered in visual sensory memory, semantic analysis in short-term memory, and long-term memory storage. The focus here is on the contribution of sensory memory to reading performance. (Author/RK)

Reports study which found that some high school students were far from any reasonable level of mastery of the ability to comprehend directions on potentially hazardous household products. (JM)

This paper studied interactive-compensatory predictions in relation to comprehension. It was suggested that when reading predictable text, attention of both good and poor readers is available for comprehension processing but for different reasons: good readers use their context-free word recognition skills, and poor readers use repetitive sentence…

Studies with Nootropic psychoactive drugs (such as Piracetam) suggest that Piracetam lacks significant side effects; promotes memory and learning; and improves the reading ability of dyslexics, possibly by directly affecting the left-brain hemisphere. Results are contrasted with studies showing the lack of effectiveness of intensive teaching.…

Eleven preschoolers and 19 kindergartners were tested for alphabet knowledge, metalinguistic awareness, ability to spell 10 words, and ability to read either their own or the conventional spellings of those 10 words. Findings are presented. (Author/MT)

Reports results from a detailed syntactic analysis of spoken language samples collected from poor and good readers at eight years of age. Results showed an undeniably strong association between reduced language comprehension and reading impairment at age eight, an association that appeared to strengthen by age nine. (SED)

Reading test questions were classified as literal or inferential. The kind of question was controlled to determine the influence of test format on comprehension. Analysis of variance indicated no direct effects attributable to test format or kinds of comprehension. Contentions of deficits in automaticity and attentional focus in poor readers were…

Praises Peter Johnston's thoughtful, constructive use of the term dyslexia in his article that appeared in the May 1985, "Harvard Educational Review." (HOD)

Average and above average (supra) readers (grades three and five) performed a partial report task with a variable interstimulus interval. Supra readers outperformed average readers when the interval was more than 200 milliseconds. Results support the concept of a continuous relationship between memory and reading level. (Author/BS)

Examines the relationship between the paraphrasing skills of intermediate grade students and their proficiency in reading comprehension and the sensitivity of three methods of assessing paraphrasing skills. (FL)

Compares the performance of good and poor readers on information processing tasks. (FL)

Teaching study skills to students should be an important consideration in curriculum objectives. (MD)

A study was conducted which indicates that the Rothkopf adjunct question paradigm might be effectively employed in a remedial reading setting. (Author/ER)