Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully to demonstrate that the orientation readers take while reading a passage influences the specific information that will be retained from that passage. (HOD)

This study was designed to explore the sensitivity of children to orthographic structure, particularly across two grade levels and between two levels of reading ability within each grade. (HOD)

Examining the reading level of two series of high school physics texts widely used between 1954 and 1976, this study indicates that the reading level of these two texts did increase during the 1960s while at the same time there was a decline in overall reading ability as reflected by SAT scores. (JC)

Presents results of a study comparing standard automobile insurance policies which are difficult to understand with passages from new readable insurance policies, using the cloze procedure with 150 college and high school students in three reading-ability groups. (JM)

Evaluates a phonological awareness program by studying 38 kindergarten children: the experimental class received a Danish training program of metalinguistic games and exercises, and two control classes used either a kindergarten reading/writing program or a normal program. Shows that children in the special programs had greater gains in reading…

Examines serial naming speed and its association with reading ability. Suggests that children aged 4.0 to 5.5 years show wide variability in serial naming speed that is predominately attributable to the length of the pauses between the articulated words. Notes that there appears to be a developmental association between the duration of the pauses…

Spelling performance by learning-disabled sixth-grade students (n=21) was compared with that of age-matched normally achieving students and younger, normally achieving students. Learning-disabled students scored significantly lower on all tasks. Results indicated differences in mastery of the past tense spelling rule "-ed," and in some subskills…

Discusses the use of Informal Reading Inventories (IRIs) in evaluating reading performance. Notes that although the IRI provides an in-depth evaluation of reading behavior, it should be used in conjunction with other information to assess reading ability. (MM)

This study compared 18 high-ability and average-ability secondary level deaf readers on 5 indicators of cognitive processes used during reading. Results indicated significant differences between groups on measures of fluency. However, intergroup similarities in processes suggest that these components do not determine reading superiority.…

Describes the development and uses of an instrument for measuring how children feel about themselves as readers, that is, their sense of self-efficacy as readers. Appends the scale, directions for administration and scoring, a scoring sheet, and a description of validation measures. (SR)

This study examined relationships among lens color, visual grating, visual detection task performance, and peripheral retinal brightness thresholds among four adults and four children with reading disabilities and age-matched controls. Subjects with reading disabilities displayed significantly lower contrast sensitivity when tested with sine-wave…

Examines the impact of macro-based (author-generated schematic maps of text content), micro-based (connectives and anaphoric relations), and combined macro- and micro-based strategies on new text learning. Finds that the benefits of a combined macro-micro strategies approach were not realized but that the macro strategy given alone appeared to…

Notes that the Matthew effect (positing that the gap between good and poor readers widens over time) is widely accepted as a description of the developmental course of reading ability. Analyzes data from the Connecticut Longitudinal Study. Finds evidence for a small Matthew effect for IQ but no evidence to support the Matthew effect for reading…

Seeks to identify difference between six proficient and less proficient college freshmen in their use of personal evocations and reflections in the reading transaction. Finds that, although proficient readers integrate textual cues and prior knowledge in a process of reflecting about stories and characters, less proficient readers seem to approach…