Discusses the benefits of a solid grounding in English grammar to a writer and outlines the psycholinguistic theory which "narrowly defines dialect as "any form of speech mutually acceptable within a group or area.'" Suggests that the flaw in this definition can affect a child's (and adult's) reading experience. (JM)

Elaborates on the importance of grammar instruction, especially to speakers of nonstandard dialects who, with an understanding of the grammar of standard usage, will be able to read and thus to educate themselves outside the classroom. (JM)

The primary research question in this study was whether good and poor readers differ in their use of orthographic and contextual information available in printed text. (HOD)

Describes study which questioned theories of skill hierarchies in reading and states that it cannot be assumed either that the transfer of one skill in literacy is made to another skill or that a transfer is made to other "real life" reading situations. (JM)

Matched groups of normal and retarded readers were required to perform same/difference judgments in which the interval between standard and comparison stimuli was either 0, 1, or 6 seconds. (BRT)

Study of parents' and teachers' attitudes toward children's reading ability showed that actual reading performance is more important than letter grades and standardized test scores. (JM)

Evaluation of simultaneous and successive information processing skills, language and reading processes, and reading achievement of 105 reading disabled children (ages 7 to 15 years) indicated that subjects tended to employ simultaneous processing in reading tasks normally requiring successive processing. (Author/DB)

Probes the relation between speech perception and reading ability of children who were good or poor readers. Results indicate that reading-related perception differences were especially marked in a comparison of actual and predicted discrimination scores. Identification slope and phoneme boundary differences between reader groups were found as…

The reading levels of 43 children (ages 7-16) with either genetic dyslexia, right-hemisphere lesions/dysfunction, or left-hemisphere lesions/dysfunction were retrospectively compared. In addition to the genetic dyslexics, 50 percent of left-hemisphere and one third of right-hemisphere impaired boys were disabled readers; but all but one girl were…

Explores the differences in how teachers ask students to learn from reading and the way in which adults and children learn from reading outside of school. (FL)

Describes a study conducted by Ron Carver that compared the reading rate and comprehension of speed readers with superior readers. (HOD)

Defines the set of characteristics known as cognitive style, suggests how these traits possibly influence reading behavior, and cites some of their ramifications for classroom reading instruction. (FL)

A total of 15 learning-disabled and 15 skilled readers viewed three groups of nonsense pictures (unnamed, name-nonassociated, and name-associated), then recalled them later. Results suggested learning disabled children's reading difficulties are due to an inability to activate a semantic representation that interconnects visual and verbal codes.…

Discusses five research areas offering guidance to people concerned about teaching problem solving in elementary schools. Areas are (1) components of problem difficulty; (2) the contribution of reading difficulties to problem-solving deficiencies; (3) characteristics of successful problem solvers; (4) children's use of problem-solving techniques…

To increase student success in technical content area reading, the reading abilities of l,027 students and the readability levels of ll0 textbooks were evaluated at a California community college. Results indicated a significant portion of students were reading more than two years below the level of currently used texts. (Author/BS)