Provides case studies and related data to support the use of precision teaching techniques (charting changes in performance/learning) in reading instruction. (RL)

Reports two experiments analyzing the effects of different types of word misidentification on children's understanding of connected discourse. Results vary depending upon the way comprehension is assessed. (AA)

Documents a model that resulted from an analysis of context clues to determine which were amenable to instruction and what pedagogical approach should be used. (DD)

Reviews the evidence for alternative explanations of the underlying system of English orthography and discusses their feasibility as a basis for teaching young beginners. (HOD)

Describes a study designed to assess students' reading maturity, involving such factors as achievement, interests, attitudes, and leisure reading habits. (MKM)

Describes a study on the relationship between reading deficiency and disciplinary problems; relates the original data to the same student population's status with regard to high school graduation four years later. (MAI)

To determine whether the connectedness of prose passages had any effect on the behavior of readers who searched for information in the passages, the behavior of readers who saw the normal arrangement of a passage was contrasted with the behavior of readers who saw the random arrangement of the passage. (HOD)

Analysis and comparison of the decoding strategies of 50 Hawaiian Islands dialect speakers in grades four, five, and six showed statistically significant differences in the strategies used by average and below-average readers in each grade and across succeeding grade levels. (JM)

A study of the effect of lexical items within first sentences which affect reading expectations for the remainder of the passage, and of the effects of violation of reader expectation following first sentences, showed poorer performance by low achievers on the "violating" passage and a performance increase with familiar content regardless of a…

Purposes a reconsideration of the traditional notions regarding reading rate and flexibility (i.e., that the good reader is a flexible reader who adjusts reading rate to the difficulty of the material or the purpose for reading) and suggests that perhaps there is no relationship between reading rate and flexibility. (JM)

Research with kindergarten children showed that low imagery words were more difficult to recall than high imagery words. (MKM)

Response latencies were obtained in word matching and sentence completion tasks from disabled readers, age-matched normal readers, and reading-level matched normal readers. Results indicated that perceptual and semantic processing are interconnected and improvements in the speed and accuracy of one facilitates improvements in the other. (HOD)

In this study the Graded Word List proved to be a poor indicator of fourth through eighth grade students' scores on an informal reading inventory. (MKM)

Reports a study of three readability formulas--Dale-Chall, Fry, and Harris-Jacobson--which were used to analyze five current sixth-grade reading textbooks. (JM)

Describes a study designed to determine whether children identified as learning disabled by Slingerland's Pre-reading Screening Procedures would progress further in sensory abilities and reading achievement as a result of receiving reading instruction by the synthetic-multisensory or the multiple-factor method. (JM)