The effect of reinforcement activities combined with previously taught listening skills upon both standardized reading and listening test scores was investigated. Participants were 267 fifth graders divided into five treatment groups: (1) control--received no listening instruction; (2) directed listening lesson--received brief introductory lessons…

Psychological experiments investigating imposed and induced cognitive strategies are reviewed and related to operations in reading comprehension. It has been suggested that comprehension differences between good and poor readers may arise from the way in which they habitually organize intra- and inter-sentence elements during input.…

The mathematics achievement of 60 third-grade nonreaders was examined in order to determine whether reading achievement is a necessary prerequisite for mathematics achievement. Pupils were randomly assigned to either a control group which received mathematics instruction in regular classes or an experimental group which received instruction in…

It was hypothesized that middle-grade elementary school students' cognitive development, as defined by Jean Piaget, is positively related to reading ability, when the effects of sex, age, grade level, and language ability are held constant. A stratified, random sample of 138 sixth and seventh graders was administered a test based on Piagetian…

If educators are to provide a quality reading program for the gifted, early identification of giftedness and reading ability is of utmost importance. (Author/SBH)

An interview with two adults who are fluent readers and writers leads to the conclusion that fluent readers get to be that way by reading, and by reading a great deal, from something of their own choosing. (JD)

Comparison of third- and sixth-grade students' ability to detect and correct three types of textual inconsistencies (reader-based, text-based, and text structure) embedded in three types of expository discourse revealed that such monitoring was strategic and associated with reading ability and developmental status. (Author/CB)

Based on a three-stage model of memory coding, comparisons were made between reading ability groups on their serial recall of pictorial information. Article describes three different experiments. (RB)

Some children spontaneously invent spellings for words before they can read. Discusses two experiments which explore the possibility that the preconventional spelling skills of kindergarten children can serve as a measure of phonological awareness and thereby predict first-grade reading ability. (Author/NH)

Testing procedures can measure poor reading ability rather than ability in the tested area. This study examined the effects of different procedures for administering test items on 205 third grade pupils of varying reading levels. The procedures were: oral only; look-listen; and silent reading. Results and their significance are discussed.…

Examines the differences between beginning and skilled readers in the units used to represent the meaning of text. Compares reading times and recall of 50 third- and fifth-graders. Stimulus sentences all had the same number of words but varied in the number of underlying propositions. (Author/CB)

Although research results generally fail to confirm a consistent relationship between reading performance and visual perception, auditory perception, or modality preference, clinical observations and teachers' opinions suggest the presence of such a relationship. The article reviews the research and suggests factors, including asking the wrong…

This study examines whether residual recall differences between reading ability groups after a memory training task reflect the dimensions of organizational processing. Although age-related effects occurred, no ability group effects emerged, suggesting that learning disabled readers adequately access word features except when organized by…