Results agreed with previous findings that good and poor readers did not differ in mean scan rate when words instead of letters had been used as stimuli. (Authors)

A well conceived computer-assisted instruction (CAI) program in the Arabic writing system will be a more efficient and effective method than either conventional classroom teaching or programmed instruction. (Author)

Suggests that preinstructional evaluation in the areas of mental age, auditory memory, letter names, and the use of context-auditory clues would aid in making predictive, diagnostic judgments as to later reading achievement. (VJ)

Results of the study seem to suggest the presence of general deficits in the auditory receptive and vocal expressive abilities of poor reading disadvantaged children, who learned to read using the initial teaching alphabet series rather than the traditional orthography approach. (Author)

The effectiveness of tangible and social reinforcement with and without positive practice on the remediation of letter reversals in a 20-year-old severely retarded male was investigated. Tangible reinforcement plus positive practice increased accuracy of letter recognition which was generalized and maintained seven and ten months after training.…

Subjects instructed to circle misspellings while reading prose were less likely to detect misspellings in function than in content words. Misspellings that changed the shape of a word were more likely to be detected. It is not clear whether differences between function and content words are due to familiarity or redundancy. (Author/RD)

High frequency words typed in normal and alternating case were presented tachistoscopically in the fovea and parafovea to children and adults. Dependent measures were percentages of letters and words correct. Few differences between age groups were found. Serial position curves also showed similarities across grades in the parafoveal information…

After a brief historical (Orton) and theoretical (Gibson) look at the phenomenon of reversals, two groups of studies are reviewed and evaluated. The first group involves neurological and psychological factors associated with reversals such as age and training. The second relates reversals to reading disabilities and to future reading achievement.…