A study examined gender attitudes toward reading in students enrolled in the six sections of the Developmental Reading program at Kean College of New Jersey in the spring of 1996. The Mazurkiewicz Masculine-Feminine Attitude Survey (1960) was used with a forced choice of "mostly masculine" or "mostly feminine." Surveys of 26…

A 2-year longitudinal study investigated the causal contributions of phonological processing to early reading competency. Subjects, 161 kindergarten children, were tested with a battery of measures assessing letter knowledge, reading ability, and 5 phonological constructs: rapid naming ability, rhyming ability, phonological memory (successive…

Two longitudinal studies examined a "double deficit" hypothesis of reading disorders that contends that along with a core phonological deficit, slow speed of lexical access disrupts the efficient formation of orthographic representations and their quick retrieval. In the first study, 38 children from 6 classrooms in a predominantly white, middle…

A study examined the first year of implementation of a college reading program developed at the University of Arkansas at Monticello. The study consisted of two separate analyses. In analysis 1, the characteristics of students who were required to enroll in the remedial reading program were studied to determine trends and develop profiles for the…

One model of interactive processing useful in describing word identification processes in discourse context is of a weakly interactive type. This type assumes that the time to identify a word in context is an activation function, whereas the time to activate a word in memory beyond some criterial identification threshold is a multiplicative…

The attempt to teach deep structure recovery skills to poor readers was unsuccessful, perhaps because of student attitudes. (JH)

A study examined whether non-disabled and disabled readers could be differentiated significantly on specifically stated criteria. The more than 70 variables for investigation included personal data, genetic predisposition, developmental milestones, medical history, psycho-social history, and educational background. Subjects were 302 central…

A study was conducted to explore how children learn to read in kindergarten. The study employed a heuristic model that included entering ability, home background, instructional processes, home support for literacy development, and measures of student ability at the end of kindergarten. Children were tested, whole-day classroom observations were…

The notion that a set of restricted-generalized abilities underlies both reading and writing is explored in this essay. Following a definition of schooled language competence (SLC), the first section asserts that knowledge and problem solving are insufficient and nonlinguistic approaches to language competence. The second section focuses on…

A study investigated whether instructors need to undertake in-depth training in miscue analysis as reflected in the Reading Miscue Inventory (RMI) to carry out competent evaluations of children's reading ability, or whether training in the Reading Appraisal Guide (RAG) can be equally effective. The study was carried out at Melbourne College in…

The revised version of this monograph serves two purposes: (1) to describe what the Wechsler Intelligence Scale for Children-Revised (WISC-R) measures with regard to reading/learning disability in the light of current findings, and (2) to summarize research with the Wechsler Intelligence Scale for Children (WISC) and WISC-R as related to…

Research on working memory has revealed a developmental trend in memory performance, but a controversy exists as to whether the improved performance is due to a developmental increase in working memory total processing space (M-space), is the result of more efficient processing and storage of material, or is due to the use of "chunking" or other…

A study investigated the role of metacognitive skills and the conception of reading in the reading comprehension of adult native speakers of Spanish and English. The study differed from others in its examination of reading conceptions and comprehension in both the first and second languages. Results suggest that both first language reading ability…

Seventy good readers and 70 poor readers who were students at a community college participated in a study that examined the role of adversative connectives in helping students integrate information across sentence boundaries. Three functions of adversative connectives were examined: contrast or conflict, parallel points, and foregrounding…