Illustrates a strategic-process perspective toward reading skill development, discusses cognitive research related to early reading processes, and relates the perspective to a variety of research on the early reading period (grades one to six). (JM)

Discusses research which compared the performance of children with reading disabilities to the performance of normal readers, matched for age and reading level, in a backward-masking letter-identification and localization task. (JM)

Summarizes the results of a series of factor analyses of a new test of literal comprehension using a multiple-choice cloze format. (JM)

This study indicated that a reader should be allowed to reread or reinspect the passage before answering comprehension questions, suggesting that testing children with informal reading inventories seems to be more a test of memory than of reading comprehension. (HOD)

Explains repeated readings and the procedures involved. Looks at the reading miscues of a seven-year-old child over successive readings of a text to learn what miscue analysis reveals about repeated readings, fluency, and the word recognition view of reading. (SR)

Shows that it is necessary to spend time to teach students how to read their mathematics textbooks. Finds that instruction related to skills and strategies for reading students' mathematics textbook aided students in their ability to complete homework assignments. (SR)

Traces the history of reading instruction in the United States, discussing books about teaching reading which exerted great influence in their respective eras. Discusses the "First-Grade Studies" (begun in 1964), a cooperative effort to analyze study results on teaching reading. (PA)

Reflects on the 30th anniversary of the publication of the "First-Grade Studies." States that what can be learned is that "It all depends" is the most effective approach to teaching reading and that pretty much any alternative method was superior to the "look-say" basals popular in the early 1960s. (PA)

Reviews the "First-Grade Studies." Finds the studies represent a particular ideological and power relationship within the academy; cooperative research efforts can be a powerful force in shaping understanding of reading research and instruction; there is no best way to teach beginning reading; race, class, and language are important variables in…

Reviews the primary characteristics of eye movements during reading and summarizes four areas: (1) the span of effective vision; (2) integration of information across eye movements; (3) the decision of where to fixate next; and (4) the decision of when to move the eyes. Discusses some current controversies about eye movements and reading. (RS)

Assesses students' detection of lexical problems, falsehoods, and inconsistent textual information. Relates students' academic ranking to their evaluation performance for lexical and external consistency standards--not for internal consistency standards. Finds that alerting students to the necessity of using three standards to detect errors…

Examines whether the spatial configuration of two adjunct pictures influences processing of accompanying text as has already been found in other types of graphic displays. Reveals, through analysis of variance of performance, no effect for configuration. Notes significant differences in achievement for questions derived from paraphrased parts of…

Reports on a study in which 43 students in a precollege program received metacognitive skill instruction promoting an increase in metacognitive awareness for reading and writing. Indicates that instruction in metacognitive skill development can increase metacognitive awareness. Suggests that more integrative approaches to literacy education may…

Examines the extent to which preschool children are aware of and acquire the phonemic structure of the spoken word. Tests 4-year-old nonreaders, assessing product name reading ability, knowledge of the alphabet, rhyme skills, and explicit phonemic awareness ability. Finds subjects acquired knowledge of the alphabet before they showed explicit…

Posits that alphabet books might be one connection between success in phonemic awareness tasks and high levels of alphabet knowledge. Gives three treatments to different groups of prekindergartners. Finds that all groups gained in print concept and letter knowledge, but the conventional alphabet group gained most in phoneme awareness. (PA)