Describes the results of a preliminary investigation of skapa, a simple, three-step procedure for analyzing cognitive aspects of skimming and speed reading. (Author)

It is suggested on the basis of these findings and others that the linear effect in previous studies is due primarily to a particular instructional set and is irrelevant to the study of uniquely semantic processes. (Author/CB)

Data suggests that perceptual processing in the language-appropriate direction is an established skill by the time a child finishes second grade. (Author)

This comprehensive article discusses the following aspects of reading: the reading process, approaches to beginning reading, readability formulas, rate and flexibility, comprehension and critical reading, locational skills, visually handicapped, reading diagnosis and correction, magazines, and sources of further information. Also included is a…

Analyzes the interrelationship of concepts, cognitive patterns, and linguistic patterns with the several operations of the reading act as these relate to the environmental background of the students and challenges researchers and teachers to consider reading as an interrelated rather than as a segmented skill process. Bibliography. (MD)

A critical review of nine articles featured in a School Psychology Review issue devoted to the theme of reading assessment and intervention revealed that the data were essentially accurate and consistent with reading education principles. However, the conclusion that varying reading positions did not receive equal representation is discussed.…

Describes a study to determine the relationship between the method of presentation of data in a report and reader retention, reader reaction, and reading time. Tables were effective in increasing reader retention and decreasing reading time. (JOW)

Argues that reading teachers need to be aware of the art of hypothesizing ("guessing") and foster its development in their students. Offers guidelines to facilitate guessing. (FL)

Using a lexical decision task, the effects of frequency and number of meanings show that different patterns of results emerge for fast and slow readers. For fast readers there are general effects of both frequency and numbers of meanings; for slow readers the effects are considerably attenuated. (Author/CM)

Presents a case for not using a reading scheme in a reading program. Proposes instead a language experience approach in which children first read written transcriptions of their own oral language and then use a variety of published books. (JL)

Develops a text-specific prior knowledge measure that predicts the likelihood of a student's success in recalling the content of a reading passage. (HOD)