Study results do not demonstrate that early reading is made possible by precocity in speech-sound segmentation, blending, or discrimination ability, but that the complex skill involving the manipulation of sounds in temporal order may be more closely related to early reading ability. (AEA)

Studies were conducted to determine effects of all-capital text on reading rate and accuracy. Groups were shown text in all-capitals and mixed print. College students read mixed print faster but all-capitals more accurately. Print type did not significantly affect rate or accuracy for sixth graders. Twenty-seven references are provided.…

In experiments with seven- to ten-year-old children, mismatched pictures increased learning of prose that was heard and prose that was read. Presence of pictures mismatched to prose they accompanied had little negative impact on cued recall. Twenty-seven references are provided. (Author)

This replication of research on the development of strategies for studying texts showed that Papua New Guinean university students made the same discrimination between linguistic units of a prose passage as did the original American sample. Intentional study instructions and provision of extended study time, however, had minimal effect on recall…

Reports on a study that examined the effects of decentration training upon second-grade children's responses to reading instruction. Concludes that those who learned to decentrate did better on postinstruction comprehension tests than those who did not learn the technique. (FL)

Indicates that teachers who possessed theoretical and situational knowledge of reading were not more accurate than other teachers in estimating the readability levels of selected passages, and that the accuracy with which teachers estimated the readability levels of passages decreased as the readability levels of the passages increased. (FL)

Concludes that providing the reader with prior structure on which to map incoming material leads to increased comprehension of a related reading. (FL)

Examines research on teacher effectiveness and comprehension instructional strategies and proposes six principles for the development of reading comprehension instructional methods and materials. (FL)

Notes that researchers have generated multiple theories as to why students learn to read better when they tutor others. Surveys several options, then concludes that the answer may lie in the amount of time spent on task in tutoring. (FL)

Proposes a model of word identification and tests it by examining the influence of orthographic redundancy, versatility, and letter-sound correspondences on the identification of both high- and low-frequency words by children and adults. (FL)

Concludes that in-home subscriptions to magazines that appeal to students' interests can improve their reading skills. (FL)

Examines the varying types and levels of coherence and cohesion in the language of social studies textbooks written for students in grades three, five, and eight. Concludes that there were no differences among the grade level texts in terms of global cohesion or cohesive elements. (FL)

Proposes adapting holistic scoring to oral retellings of stories as a means of developing students' concepts of interrelationships and their higher levels of comprehension. (FL)

Concludes that greater attention must be paid to program evaluation, differential treatment models must be identified that address sequence of treatment within a semester and across several semesters, and reading research must be reconceptualized along the lines of retention research if college reading instruction is to be effective. (FL)

Concludes that the fact that fifth-grade students comprehended computer-displayed chunked passages better than passages displayed in the traditional format indicates that the display device, the CRT, really made no difference in student performance. (FL)