As a step towards providing detailed, diagnostic data for teaching reading, a diagnostic test for two major letter-sound patterns was developed and tested on primary school children. (Authors)

Presents results of an investigation into the use of the cloze procedure using a group of adults with limited reading ability. Results of the cloze opinion survey indicated a positive feeling toward the cloze procedure. (DS)

Faculty, administrators and librarians should form a three fold guarantee of total involvement in reading programs. (Editor/IR)

Argues that only quantity reading, not "comprehension skills," prepares one to understand the content of a given paragraph. (RD)

The criteria for success in this course were that the students be able to write shorthand, read shorthand, take dictation of practiced shorthand, and transcribe orally in a fluent manner. (Author)

Argues that differences in instruction influence differences in students' reading abilities as much as do variations in individual learning styles or aptitudes. Suggests ideas for enhancing instruction of poor readers. (RH)

A set of four experiments investigates the relationship between phonological coding and reading ability, using a picture-word interference task and a decoding task. Results with regard to both adults and children suggest that while poor readers possess weak decoding skills, good and poor readers show equivalent evidence of direct semantic and…

Use of contextual information in reading was examined by subjecting pupils to a cloze task (inserting missing words in texts) and an error-detection task (recognizing graphemic, syntactic, or semantic errors in texts). Children in higher grades and good readers (versus poor readers) demonstrated greater use of graphemic, syntactic, and semantic…

Argues that health educators must learn to predict readability levels of textbooks to be sure that they are challenging and understandable to the student. Concludes that this can be accomplished through the use of readability formulas. (FL)

A discrete-trial reaction time methodology was employed measuring speeds of skilled and less skilled readers in naming colors, pictures, numbers, letters, and words. Less skilled nondyslexic children don't exhibit a general name retrieval deficit; rather, research shows phonological analysis skills are integral in early reading acquisition.…

Study conducted to determine whether Black English speakers are likely to encounter problems in reading standard English. Results indicate no relationship between the use of Black English and subjects' grade level or reading performance. (Author/JLF)