This study investigated kindergarten, first, and second grade children's ability to make linguistic judgments about sentneces that were either correct or disrupted along semantic or grammatical lines. Sentences on the judgment task were created according to clearly specified rules utilizing grammatical features that could be transformed into…

This report summarizes four groups of experiments examining the nature of basic perceptual processes in reading. The first group examined the relationship of English orthography to reading, specifically the transfer of information from the icon to short-term memory. The second group of experiments examined the use of peripheral information…

The purpose of this study was to evaluate seven reading comprehension tests according to the construct of comprehension which they claimed to measure. The 367 items from these tests were classified by two judges according to the following four levels indicated on a reading comprehension taxonomy: recognition and recall, inference, evaluation, and…

In order to study whether sex as a reading-interest determinant has lessened as the women's movement has strengthened, the reading interests of 161 first-grade and second-grade girls and boys were studied by conducting one-to-one interviews with the children in Glen Cove, New York, in the spring of 1976. Answers were tabulated in seven categories.…

A total of 150 undergraduate students randomly assigned to five experimental groups studied ten paragraphs with questions interspersed at different locations in the text. Performance on incidental items was significantly lower (p < .05) in the question before (QB) than in the question after (QA), question before and after (QBA), and the…

In spite of the recognition accorded three-quarters of a century ago to the importance of the advanced study of reading, there still remain far too many individuals and institutions for whom reading, reading acquisition, and reading instruction are not yet established as areas of study worthy of the most serious, scholarly attention. The case for…

Forty-eight 15-year-olds diagnosed as learning disabled by school personnel were administered the Wechsler Intelligence Scale for Children (WISC) and the Woodcock Reading Mastery Test. Analysis of results indicated that there were significant correlations among subtests of the WISC, among subtests of the Woodcock Reading Mastery Test, and between…

The oral reading miscues of three groups of ten children were qualitatively analyzed to determine whether disabled readers approach the reading process as do young normal readers who read at the same level or as average readers of their own chronlogical age. The groups included ten seventh graders and ten fourth graders who read at a fourth grade…

Two experiments are presented to clarify the relationships among different information codes available to a fluent reader and the utilization of syntactic and semantic knowledge to facilitate word identification. Use of context is measured with a word boundary task on passages with either coherent or random organization. Orthographic pattern and…

Determines whether the oral reading performances of grade three students speaking a Newfoundland dialect are affected by syntactic differences between the dialect and Standard English. (RB)

Concluded that the incorporation of new words into the educable mentally retarded child's reading vocabulary can be enhanced by the phonological pairing of content and function words. (RB)