This study deals with the patterns of word-by-word reading times over a sentence when the subject must code the linguistic information sufficiently for immediate verbatim recall. A class of quantitative models is considered that would account for reading times at phrase breaks. (Author/RM)

Hypothesizes that good spellers read by full cues while poor spellers read by partial cues, and also investigates short term memory differences between the two groups. Finds good spellers were faster readers, better at identifying matches and mismatches between similar nonsense words, and had better short term memories than poor spellers. (SKC)

Examines expository text processing abilities of fourth- and sixth-grade students and college students. Reports these major findings: topic sentence reading times were shorter if a transition question informed the reader of the next topic; topic sentence reading times were shorter if the new topic was directly related to the immediately preceding…

Examines how spelling-to-sound irregularity affects pronunciation latencies when words are presented in a sentence, and concludes that pronunciation latencies are strongly affected by the type of preceding sentence, with the specific sentences producing shorter latencies than the general sentences. (HOD)

Structural equation modeling procedures were used to verify a causal relationship between the phonological, word recognition, reading rate, and comprehension components of the reading process. Results indicated proficiency in phonological skills was important for development of word recognition ability, a major contributor to reading…

Concludes that individuals can read unfamiliar but relatively easy material at high rates with high accuracy of comprehension, but they do not provide strong support for rauding theory. (FL)

A study examined the amount of time instructional level and remedial readers in second grade were engaged in reading connected text during an entire school day. Subjects were six instructional and six remedial readers who were observed in six different schools. Time engaged in reading connected text was defined as students' eyes following several…

An experiment was conducted to determine the effect of instruction for increasing speed and accuracy of recognition of the one-cell whole word and part-word signs, the two-cell contractions, and short-form words in English Braille on braille reading skills of secondary school students. (CB)

Suggests that shortening the time required for administering a reading test might provide more useful screening, diagnostic and predictive information for students of diverse abilities. Bibliography. (MD)

Presents a humorous account of a college reading teacher's own undergraduate reading system, his initial teaching experiences and his resulting teaching methods. (MB)