Describes dynamic assessment which uses a response-to-instruction paradigm to complement traditional diagnostic assessment of word recognition and comprehension. States that this approach to assessment provides the opportunity to evaluate systematically the instructional factors that influence reading performance. (MG)

Immediate factual learning performance of profoundly deaf postsecondary students was compared as a result of pre-, post-, or no adjunct questions interspersed throughout a passage of prose. Although prequestions yielded the highest learning performance for low ability readers, postquestions resulted in significantly greater learning performance…

Discusses curtailing the misuse and misinterpretation of standardized tests, and suggests ways to improve existing tests while reviewing the Test of Early Reading Ability-2, Tests of Reading Comprehension, and Effective Reading Tests. (MG)

The Pepper Visual Skills for Reading Test was assessed as a measure of reading ability with meaningful text in 38 adults with macular degeneration; scores were compared with assessment made using the Gray Oral Reading Test, a previously standardized assessment. The test's validity was confirmed. (Author/JDD)

Describes seven myths concerning reading-level-match designs, in which individual differences in reading acquisition are compared for groups of different ages matched on some aspect of reading performance. Gives examples from the reading literature to illustrate these myths and to suggest more realistic alternatives. Summarizes relevant…

Two experiments evaluated a program for establishing phonemic segmentation in 16 moderately retarded children, aged 6-19. One assessed whether failure to isolate final phonemes of Consonant-Vowel-Consonant words was due to task requirements or inadequate understanding of task demands. The second evaluated effects of time-based stimulus…

Examines the connections between oral reading abilities and spelling behaviors of third- and fifth-grade students. Confirms a strong relationship between spelling skill and oral reading ability, supporting the argument that a common body of conceptual word knowledge underlies both. (RS)

Investigates children's reading interests, the extent to which their parents are aware of these interests, and the ability of parents and children to select books at appropriate reading levels. (RAE)

Examines how bilingualism and biliteracy affect metacognition. Finds three strategies unique to successful Latina/o readers: (1) they actively transferred information across languages; (2) they translated from one language to another but most often from Spanish to English; and (3) they openly accessed cognate vocabulary when they read. (RS)

Preplanned textual flaws were presented to 29 deaf students. Revision performance of the students improved over age with 15-20 year olds performing significantly more acceptable surface level revisions than 10-14 year olds. Revision performance also correlated with reading ability. (Author/DB)

Suggests that the majority of poor readers are poor at discriminating similar letters/words and at letter recognition. Argues that general sensory perceptive training does not improve subsequent reading development but that specific letter/word training in discrimination and recognition has a favorable effect. (RS)

Investigation of the first- and second-language reading comprehension of adult native speakers of Spanish or English who were second-language learners of the other language at different proficiency levels indicated that both first-language reading ability and second-language proficiency were statistically significant factors influencing…

Determines the potential benefits of using literature webbing in books with predictable narratives. Finds webbing to be an effective means for improving comprehension, reading ability, and story structure knowledge. (RS)

Shows an association between rhythmic ability and reading in seven- and eight-year-old students. Finds that training in music is an effective additional strategy for assisting children with reading difficulties. (SR)

Presents a study of students with severe reading difficulties in a public school setting. Compares the results with those of a study conducted in 1946. Suggests that field-based specialists can do a thorough diagnosis with tests and procedures currently available. (MG)