Inference is discussed as a factor in the derivation of non-explicit antecedents and referents for three types of discourse anaphora: definite pronouns, "one"-anaphora, and verb phrase ellipsis. This derivation process is seen as being part of the normal process of text-understanding. It is claimed that the use of non-explicit…

This booklet reviews reading research that was reported in Great Britain during 1974. The introductory pages highlight research on reading standards and tests, dyslexia and specific reading difficulties, remedial reading instruction, and reading as it relates to language. Annotated items listed include reading research reported in articles or…

Sixty four college students participated in a study which sought to validate a set of predictions about story memory, derived from a story-grammar approach to comprehension. The grammar describes the higher-order structures regulating the organization and retrieval of incoming story information. These structures, defined by a basic set of rewrite…

This paper is concerned with the process of human reading as a high-level perceptual task. Drawing on insights from artificial-intelligence research--specifically, research in natural language processing and continuous speech understanding--the paper attempts to present a fairly concrete picture of the kinds of hypothesis formation and inference…

Identifies the concept of reversibility (an awareness of the prior situation after a transformation of shape) as an area of difficulty in the Piagetian concept of transitional conservation. (RB)

Of 15 skills, generally considered pre-requisites for independence in recognizing and pronouncing written words, at least three skills were found to be false pre-requisites; four skills were identified as possibly necessary; and seven were associated with competency on the reading aloud task. (RB)

Describes two systems used in identifying the content structures of a number of passages of approximately 600 words, and discusses the implications of the research for developing future instructional materials. (RB)

Concluded that the reading-storage technique deserves consideration as an objective measure of the primary effect of reading. (RB)

Indicates functional dyslexia is associated with systemic change in metabolism. (RB)

Concludes that letter-sound learning, word recognition, and reading ability do not appear to be affected by letter-name instruction. (RB)

Concludes that it is possible to determine the strategies that beginning readers use for translating print into speech, and translation strategies are influenced significantly by the class instruction. (RB)

Supports the hypothesis that the skilled reader of modern English relies upon the orthographic and syntactic-semantic information that is stored within the brain in order to read efficiently, reinforcing the assumption that reading is a highly cognitive process. (RB)

Compares four reading formulas to determine how well each of them predicts success among a population of 733 fourth and fifth grade students. (RB)

Concludes that a higher incidence of oral reading errors is associated with close proximity to unknown words. (RB)