Reviews and criticizes literature on the deficiencies of poor readers. (HOD)

Describes research on decoding and reading strategies involving three six-year-old migrant children learning to read in French. (AM)

A highly reproducible scale of difficulty of word identification tasks was identified for both good and poor readers: consonant-vowel combinations and short vowel words were learned first. Long vowel words, special rule words, and nonsense words were more difficult. Reading instruction should parallel this sequence since it follows learning…

Discusses how language cues are used in the reading process, describes a means of evaluating a learner's effectiveness in processing these cues, and suggests ways to help foster more effective reading strategies. (Author/RK)

Discusses the steps involved in and the preparation necessary for learning to read (decode) and to comprehend what is read. (JM)

Five points are: (1) don't assume students know how to use their textbooks; (2) don't ignore the problem or take only short term measures for improvement; (3) don't give undirected assignments; (4) don't force students to pronounce every word correctly; (5) don't send students to the dictionary for words they don't know. (Author/JK)

Shows that word discriminability and contextual complexity have significant developmental effects on word identification, reflecting the growth of meaningful reading with age. (RL)

Describes a study of oral reading errors by six-year-olds indicating that previously read words are frequently substituted at points of miscue, but that reliance on this source decreased over the year, casting doubt on previously postulated developmental phases of reading. (HTH)

Reports on three experiments that explored the metalinguistic competence of 26 deaf students to segment and manipulate their fingerspelled lexicons. Indicates their metalinguistic sophistication correlated selectively and significantly with reading success. Also reports on a training experiment that showed that deaf students identified more sight…

Identifies the miscues adult Chinese learners of English typically make in their reading, the positive and negative impact of first language influence on their foreign language reading, and the role language development plays in reading comprehension. (RS)

Determined the strategies adults used as they read. Results revealed two stages of reading development: (1) a reliance equally on print and language based strategies with no integration of the two, and (2) increased ability to use language knowledge to integrate and predict as they read. (SRT)

This study compares the reading achievement of beginning readers in kindergarten who were assigned to two reading groups: (1) cipher readers and (2) phonetic-cue readers. Results showed that the first group did better in both reading and spelling. The importance of beginning readers advancing beyond cue reading to cipher reading is emphasized.…

The criteria of 75 percent utility for phonetic rules to be used in reading instruction may be based on faulty logic. Once children achieve approximate pronunciation by applying phonetic rules, they usually can infer proper pronunciation. This supports teaching children to find and pronounce little words in larger unknown words. (MCK)

Assesses the influence of grade and reading competence on inner-city Black children's sequence memory and use of organization in recall. Suggests that primary teachers should shift from literal decoding practice to providing semantic organizers and emphasizing interrelationships between words. The development of such basic cognitive skills…

Presents six diagrams that describe what happens when a text is read. (HOD)