Contrasts two theories about the use of semantic context information and reports data that support the theory that readers can use certain semantic strategies in dealing with context. (AEA)

Presents results of a study of fifth-grade students' ability to interpret novel metaphors and similes when provided with a subschemata of semantic attributes. (AEA)

Discusses Jean Piaget's notion of equilibrium--the propensity to reduce conceptual conflict--in relation to early childhood education. Presents an instructional model that has the teacher raising children's conceptual conflict through a series of open-ended questions. (FL)

Reports on a study that examined the preferences of kindergarten children for upper or lower case letters. Concludes that preference for letters may result from the development of an aesthetic sense. (FL)

Thirty nine 11-year-old children were given the same unilateral word-naming task on two separate occasions. A test-retest reliability of .46 was a function of both reading ability and sex. (Author)

Details a study showing that for young children, proactive semantic cues were the most helpful in reading. Reveals also that the children made miscues displaying semantic associations across cue types. (FL)

Explores the reading activities and kinds of materials technical and managerial people encounter. (HOD)

A new auditory measure of cognitive style (reflective-impulsive), a standard measure and intelligence scores were related to college students' reading performance. Only intelligence and errors on the auditory test contributed significantly to the variance of the reading measures. The importance of auditory factors in understanding adults' reading…

Looks at a linguistic study that investigated children's communicative competence within the classroom setting. (FL)

Investigates the extent to which phoneme and grapheme-phoneme contrasts between English and Spanish are associated with word decoding problems in Spanish speaking adults who are early readers of English. (FL)

Discusses a sequential, three-stage model of how nonliteral expressions are understood, as proposed in recent linguistic, philosophical, and psychological studies. Testing the model's implication that nonliteral meanings of sentences are ignored whenever literal meanings are plausible, finds evidence that both meanings are processed simultaneously…

Reading comprehension must involve an interaction between the reader's world knowledge and the incoming linguistic message. After examining the measurement of reading comprehension from this perspective, we conclude that existing tests are likely to be unsatisfactory for the purposes of assessing educational gain and diagnosing reading difficulty.…

There exists a controversy as to whether or not minimal competency testing in the area is a sound educational practice. A review of reading research in three areas, developmental reading, functional reading and recreational reading was conducted to provide data relevant to the controversy. (RD)

Reports on a study that examined the effect upon ninth grade students' comprehension of mathematics materials rewritten on the basis of the students' oral language in order to isolate those linguistic features that appeared to facilitate or interfere with comprehension. (FL)

Concludes that adult disabled readers perceive reading as a decoding process rather than as a meaning constructing or comprehension task. (HOD)