Reports a study which assessed and compared the verbal responses of good and poor readers at the end of the first grade using a paradigmatic-syntagmatic classification scale for responses. (JM)

Describes the nature and causes of the reading problem and provides some practical information relative to methods and procedures which any secondary teacher can use to diagnose and build the reading skill levels of many different types of students. (Author/RK)

Introduces a modular reading program for teaching remedial and college level reading courses which takes into consideration that people have different learning rates and styles. (MB)

The Group Reading Inventory (GRI) is a reading evaluation tool that can survey an entire class of students at the same time. A testing sequence using GRI that allows teachers to identify the functional reading levels of most students in three short examination sessions is presented. (RM)

Concludes that the instrument reviewed is a carefully designed test incorporating a new interpretation of standardization and improved definitions of traditional reading levels. (FL)

Reports two studies that provide correlational and experimental evidence for causal relationships between linguistic coding deficits and reading disability. Concludes that phonological coding deficits constitute a major source of reading difficulty in beginning readers, although there was suggestive evidence that semantic and syntactic deficits…

Surveyed discipline referral forms and records of five residential schools for the deaf. Reading ability followed by hearing loss, age, and sex of the student predicted discipline problems. The "typical problem" student would be a younger male who was a poorer reader and had a less severe hearing loss. (Author/BL)

Reports on a study that investigated whether significant relationships exist between reading abilities of underprepared students as measured by vocabulary, comprehension, and total reading scores and spelling scores as measured by a dictation format, a multiple choice format, and independently produced discourse. (FL)

This article reports a longitudinal study of factors associated with reading ability in a large sample of children aged seven and then at age nine. It was found that the correlation between reading at age seven and reading at age nine was 0.87. The implications of the results are discussed. (Author/CT)

Investigates relationships between syntactic awareness and reading proficiency. Fourth- and fifth-grade children of varying decoding ability differed in syntactic awareness according to their ability to correct grammatically deviant sentences in an oral language task. Significant correlations were observed between task results and measures of…

Past research has suggested memory, writing speed, and paired-associate learning rate to be important in WISC-R (Wechsler Intelligence Scale for Children Revised) coding performance. Suggested that visual perceptual factors also may be important and that coding performance in right-handed persons may be especially sensitive to integrity of the…

Identifies college readers' purposeful behaviors when writing from sources, determines whether these behaviors cluster at identifiable stages in the reading-writing process, and determines whether proficient and less able readers' processes are the same. (FL)

Investigates whether the use of the computer to mediate text affects reading comprehension and concludes that computer-mediated text can influence reading comprehension and that comprehension was most consistently increased when manipulations of the text were under computer control. (HOD)

Coding of printed letters in a task of consonant recall was examined in relation to the level of success of prelingually and profoundly deaf young children. Results indicated that the success of good readers appears to be related to their ability to establish and make use of linguistically recoded representations of the language. (Author/CI)

Three experiments exploring the relationship of cognitive effort to the differences in word recall between skilled and learning disabled readers are described. Results suggest the amount of cognitive effort that can be effectively expended to produce a distinctive memory trace is related to individual differences in attentional capacity.…