A REVIEW OF THE LITERATURE CONCERNING THE RELATIONSHIP BETWEEN MEASURE OF PREREADING VISUAL DISCRIMINATION AND FIRST-GRADE READING ACHIEVEMENT IS GIVEN. THE RELATIVE PREDICTIVE POWER OF VISUAL DISCRIMINATION OF LETTERS, WORDS, GEOMETRIC DESIGNS, AND PICTURES WHEN THESE ABILITIES ARE STUDIED INDIVIDUALLY AND IN COMBINATION IS INDICATED. STUDIES…

The aim of this study was to determine whether a general or specific context facilitation mechanism should be incorporated into information-processing models of reading. General facilitation models claim that a context can facilitate recognition of any word that is related to it. Specific facilitation models claim that a context will facilitate…

After it had been determined that reaction time (RT) was a sensitive measure of hemispheric dominance in a verbal task performed by normal adult readers, the reaction times of three groups of subjects (20 normal reading college students, 12 normal reading third graders and 11 poor reading grade school students) were compared. Ss were exposed to…

Examined with 38 right-handed boys who were either dyslexic or normal readers and matched for age and IQ (mean age both groups=10.6, mean IQ normal readers=106, mean IQ dyslexic readers=105) were the weak, strong, and equal lateralization theories of dyslexia. Cerebral lateralization was measured for linguistic material (digits) using the dichotic…

Samples of third- and sixth-grade teachers were classified as associated with students of high or low achievement in reading. Significant differences between grade levels were found in responses to a survey of teacher emphases in reading instruction. There were no significant differences in emphases for teachers of high- or low-achieving students.…

Twelve groups consisting of 277 fourth, fifth, and sixth graders participated in a study of the effects of teaching ten concepts of logical thinking, on ability to read critically. The two-month program of instruction consisted of a direct oral presentation of the ten selected concepts followed by practice in using the concepts. Analysis of…

Three studies were conducted to examine whether printed cues conveying information about spoken intonation patterns would aid beginning readers in synthesizing printed words into spoken sentences. To represent intonation patterns, words were printed in three sizes corresponding to stress-pitch levels, and spacing between phrase boundaries was…

The auditory reassembly ability of 160 children drawn from the total third- and fifth-grade populations of three public elementary schools was investigated as a function of grade level and reading ability. The stimuli were temporally segmented consonant-vowel-consonant monosyllables with interphonemic intervals of 100, 200, 300, and 400…

To investigate the attributes associated with "quality," ten junior novels were rated by eleven raters for theme, characterization, plot, structure, style, setting, literary devices, readability, within-sentence modification, between-sentence modification, and overall quality. Results of factor and regression analyses indicated that quality in a…

Word analysis, study skills, and reading comprehension were assessed for 217 certificated teachers in 14 Utah schools. No significant differences were found among the scores of elementary school principals, special education and resource teachers, early-childhood grade teachers, and intermediate grade teachers. The effects of selected variables…

Several studies have shown that repeated readings improve reading fluency and comprehension. (MKM)

Results from 188 subjects indicate that most of the items on the test conform to a Rasch latent trait model, but tend to cluster into levels consistent with a hierarchical structure of skills. (AA)