THE RELATIONSHIPS OF THREE PERSONALITY CONCEPTS, DIFFERENTIATION, ESTEEM, AND INDIVIDUALISM, TO READING ACHIEVEMENT AND DISABILITY WERE EXPLORED. THIRTY-TWO BOYS AND 16 GIRLS, AGE 7 TO 14 WITH 1 TO 6 YEARS READING RETARDATION AT THE UNIVERSITY OF DELAWARE READING STUDY CENTER WERE MATCHED WITH SUCCESSFUL READERS OF THE SAME AGE AND SEX. THE SCHOOL…

This book relates laboratory work on learning disabilities to classroom work with learning-disabled children. Separate chapters discuss the concept of learning disabilities, learning disabilities and research on learning, attention and learning, learning disabilities and the brain-dysfunction hypothesis, hyperactivity and the effects of…

Two experiments concerned with memory and comprehension of prose passages were conducted with children from second through seventh grade. In both experiments the major variable was the provision of appropriate frameworks for comprehending ambiguous sections of the passages. In the initial experiment, recognition of theme-congruent and…

Thirty fifth-grade children participated in a study of regressions in oral reading of narrative and expository material. A cloze test, a retelling task, and a comprehending task were administered to each student. Analysis of regressions in reading indicated nine categories of cause of regression: correction, anticipatory problems, intonation…

This paper discusses two methods used for investigating how students can acquire greater skill in reading for learning. The first study, carried out at Loughborough College of Education, involved students in a pre-packaged sequence of learning experiences. The content of the packages or modules and the sequence in which they were offered embodied…

A recognition paradigm was employed to assess developmental changes in memory for within-sentence (premise) and between-sentence (inference) information from 16 brief prose stories. Eleventh graders retained significant amounts of both premise and inference information, while fifth graders showed substantial retention only for premise information.…

A sample of 24 black, female tenth graders was divided into two groups which reacted to a short story about the physical self-concept of either a black central character (group A) or a white central character (group B). Both groups completed a questionnaire measuring their identification responses and a standardized test measuring their…

Subjects read narratives about a meal at a fine restaurant or a trip to a supermarket. The same 18 items of food, attributed to the same characters, were mentioned in the same order in the two stories. As predicted from current formulations of schema theory, foods from categories determined to be part of most people's restaurant schemata were…

A review of the professional and research literature suggests that definitions of critical reading remain tenuous and somewhat conflicting, largely because of the weakness in validity of current tests of critical reading. Ability to read or think critically appears to be closely related to general mental ability and may be dependent on literal…

Fifty-six third graders were randomly assigned to two treatment groups, in a study of the relationship between clause structure and the readability of written texts. The treatment groups read sets of passages which were identical except for certain word-order modifications. The dependent variables were silent- and oral-reading comprehension, rate…

These conference papers discuss the history of reading and readability research in the Navy, contemporary literacy research in the Navy, and research dealing with the readability and comprehensibility of written materials used in training or on the job. The first paper traces the interest in and development of literacy training in the Navy from…

Oral reading errors of 10 learning disabled children (9-11 years old) were examined in order to describe the type of errors, the use of graphic, syntactic, and semantic information, and the implementation of correction strategies. Tape recordings were made of individual oral reading sessions, and errors were classified according to substitution,…

After a review of the research related to the feasibility of initiating reading instruction before first grade, kindergarten curriculum guides from l3 large cities were studied and analyzed. These analyses indicated a trend toward less postponement of reading instruction, though reading readiness still tended to be defined in terms of oral…

The effects of a teacher-training program on the reading scores of 49 students enrolled in special learning-center classes were investigated in a sample of 49 seventh- through twelfth-grade students. Four reading teachers who participated in inservice training classes were pre- and posttested to determine attitudes toward child-centered…

The neurological impress approach to remedial reading was investigated in a spring session involving 20 children and in a summer session involving 24 children. Children ranging in age from 7 to 14 were paired according to age and intelligence and then were assigned randomly to experimental or control treatments. All were at least a year behind in…