Seeks to identify particular phonological skills that precede and facilitate the development of reading. Assesses preliterate children during and at the end of their first school year. Finds (1) phonological awareness comprises a cluster of related skills; (2) diversified developmental paths; and (3) letter knowledge was a more potent predictor of…

Examines (longitudinally) contributions of naming speed measured on serial-list and various discrete-trial formats to several reading subskills to determine their impact independent of other reading-related skills on reading disabilities. Tests 38 poor and average readers in grades 2, 3, and 4. Finds that phonological awareness, vocabulary, and…

Examines the acquisition of a reading vocabulary for abstract and concrete words in 62 second-grade children--words had been learned in basals or outside. Uses two tasks to examine concrete and abstract words. Finds that in neither task did concreteness influence reaction times, and abstract words were read with less accuracy than concrete words.…

Examines whether risk to offspring of developing reading disorders (RD) was dependent on the parents' successful or unsuccessful compensation for their own childhood reading problems. Analyzes two large family data sets. Shows that having at least one still-affected parent put the offspring at a higher risk for RD than having at least one…

Finds that the same systematic relationships between basic measures of cognitive processing and measures of reading performance can be observed in the reading of hypertext. Argues that correlations among spatial processing abilities and performance with hypertext support the idea that spatial and relational processing play important roles in…

Presents a classic study originally published in this journal in 1963, which analyzed 45 phonic generalizations found in teacher's manuals. Finds that only 18 of the 45 generalizations are useful in having a reasonable degree of application (valid 75% of the time) to words commonly met in primary grade material. (SR)

This research review looks at whether learning to read is different for children and adults and the emphases of top-down, bottom-up, and connectionist views of skilled reading. Concludes that phonological awareness is an important part of skilled reading. (SK)

Interviews 1124 Danish adults about reading habits/skills, and tests 445 individually at home using six common texts covering types of everyday reading. Finds that 3% of participants have severe functional reading difficulties; another 9% have moderate difficulties. Pinpoints several predictors of reading difficulties: age, limited basic…

Measures unilateral, tachistoscopic naming reaction times of normal and reading disordered children to objects representing two levels of picture vocabulary age. Suggests parallel, central picture naming operations for each group, with reading disordered children evidencing longer naming reaction times to each stimulus level. Suggests that a group…

Discusses how research into the psychology of reading has been characterized by an emphasis on correspondence theories of truth rather than coherence, an emphasis on analytic reductionism rather than holism, an emphasis on probabilistic prediction, the search for robust-process explanations, and a concern for consilience. Presents some thoughts on…

Presents theoretical framework underlying "rauding" theory and how the theory relates to one second, one minute, and one year of reading. Reviews the three laws and two primary equations of rauding theory. Presents detailed explanation of a causal model of reading achievement that is relevant to one year of reading. Explicitly unifies…

Searches for evidence of sublexical access units in Dutch as defined in terms of M. Taft's Basic Orthographic Syllabic Structure (BOSS) hypothesis and the Body of the BOSS (BOB) hypothesis. Finds no support for the presumed existence of an orthographically defined basic syllabic structure, functioning as a core unit in word and pseudoword…

Tests the effect of using written metacognitive awareness guidance (MCAG) as a tool for activating and engaging learners'"Habits of Mind" while processing authentic reading assessment tasks taken from Israeli kits of assessment tasks. Confirms that applying metacognitive awareness guidance to reading assessment tasks makes a difference in the…

Indicates that individuals increase the size of their reading units as they perfect their knowledge of either Chinese or English; a Chinese word may be processed by character components or by larger units depending on the frequency of the word; and familiarity with the Chinese writing system does not help individuals increase the size of their…

Studies the reading comprehension of high school students who read three expository passages of increasing difficulty. Finds that the two groups use the same type and number of strategies on the easy passage, but as the passage difficulty increased, good comprehenders use more types of strategies and use strategies more often than the poor…