Examines the effects of an instructional program designed to teach learning disabled children to use context to determine and correct their errors. Results indicate that training in context is helpful for disabled learners who have achieved reading proficiency beyond grade level two. (MKM)

Reports a study designed to determine whether students with learning problems could increase their own reading efficiency by learning through resources that complemented their perceptual strengths. Subjects were 16 children in a second grade learning disabilities class. Their reading vocabularies were improved during the perceptual program.…

The feasibility of administering the Woodcock Passage Comprehension Test in written rather than oral form was examined. The written test was found to be a quick and valid assessment of students' reading achievement. (MKM)

Presents eight ideas for classroom activities for improving reading comprehension, all of which are based on recent research findings. (FL)

Results of three experiments designed to teach sixth grade students to modify difficult formats of math word problems indicated that treatment effects were effective. Large differences in successful problem solution rates were observed in favor of the easier format word problems. (MKM)

Orthographic linguistic awareness measured at the beginning of kindergarten was found to be highly correlated with reading achievement measured at the end of the first grade, with the relationships being consistently higher for girls than for boys. (FL)

A study was conducted to examine the differences in reading instruction for good and poor readers. Poor readers were found to have less opportunity to read silently or aloud in the classroom and to read only half as many words as the good readers. (HTH)

Reports on a study that used oral reading analysis to examine the oral reading performance of two types of disabled readers in order to gain additional insights into the relationship between word recognition and comprehension. (HOD)

Two experiments were conducted exploring the effects of imagery and text organization on what is learned from reading a passage. Some of the results were that imagery was more successful for learning than repetition and that randomized text resulted in the poorest comprehension. (MKM)

A variable time delay naming latency paradigm was used to investigate the processing of noun-verb lexical ambiguities (e.g., "watch") in syntactic contexts that biased either the noun or the verb reading. Results support a two-stage model in which all reading of ambiguous words are initially accessed, followed by suppression of…

Describes characteristics of reading programs in two-year colleges in Michigan as reported by 22 institutions that responded to a questionnaire. (MKM)

Reports that tenth-grade students far exceeded chance mean scores on the Stanford Test of Academic Skills when given passage-out components (the publisher's questions without the accompanying reading passages); concludes that the results lend support to concerns regarding the valid measurement of reading comprehension. (GT)

Describes a study that attempted to establish whether or not a hierarchy exists among selected reading skills, to establish the direction and strength of such a relationship, and to compare empirical methodologies for establishing hierarchical relationships. (MKM)

Reports that allowing students to rewrite textbook word problems in a free form is a valid technique in identifying a well-defined set of reading variables that contribute to difficulty in solving arithmetic word problems. (FL)

Reports findings of a study that compared the scores on the Woodcock Reading Mastery Tests with information from an informal reading inventory, from the Spache Diagnostic Reading Scales, and from the Slosson Oral Reading Test. (FL)