The auditory reassembly ability of 160 children drawn from the total third- and fifth-grade populations of three public elementary schools was investigated as a function of grade level and reading ability. The stimuli were temporally segmented consonant-vowel-consonant monosyllables with interphonemic intervals of 100, 200, 300, and 400…

To investigate the attributes associated with "quality," ten junior novels were rated by eleven raters for theme, characterization, plot, structure, style, setting, literary devices, readability, within-sentence modification, between-sentence modification, and overall quality. Results of factor and regression analyses indicated that quality in a…

Word analysis, study skills, and reading comprehension were assessed for 217 certificated teachers in 14 Utah schools. No significant differences were found among the scores of elementary school principals, special education and resource teachers, early-childhood grade teachers, and intermediate grade teachers. The effects of selected variables…

Several studies have shown that repeated readings improve reading fluency and comprehension. (MKM)

Results from 188 subjects indicate that most of the items on the test conform to a Rasch latent trait model, but tend to cluster into levels consistent with a hierarchical structure of skills. (AA)

Traces a major source of confusion in the literature on passage dependence and integrates the relevant concepts into a general theory of context dependence. Sample items and data illustrate practical applications of the theory. (AA)

A group of 190 third through sixth graders were given either 6, 16, or 26 months of reading instruction with functional color components (FCC) of parts of words. Another 160 children in the same schools did not recieve FCC instruction. FCC brought about improvement in reading scores. Nondisability children showed greater improvement. (Author)

Concludes that after 50 years, the McCall-Crabbs norms are out of date and need to be revised. (MKM)

Previous research indicates that children comprehend more of high- than low-interest material when given both types of material. In this study fifth grade children each received either high-interest or low-interest cloze passages but not both. Results indicated that the interest effect is not dependent on a contrast phenomenon. (HOD)

Investigates the relationship between learning style, reading and study skills scores on a number of standardized tests, and performance on a scanning experiment involving locating information in meaningful prose. (HOD)

Describes a means of characterizing one of many semantic aspects of young children's comprehension ("necessity for linking"). This semantic aspect is then used to experimentally clarify sentence processing results that are ambiguous at the syntactic level. (HOD)

Presents tables of initial and final letter clusters for use in psychological experiments as well as in the teaching of reading. (HOD)