Two roles for phonological recoding, as a back-up mechanism used when visual word identification fails and as a self-teaching mechanism for visual word identification, are examined in view of research findings on development of reading comprehension and on the relationship of reading disabilities and phonological processing deficits. Teaching…

Four experiments examined the "distinctiveness of encoding" hypothesis with respect to recall of text materials. Specifically, they investigated: (1) recall of distinctively versus nondistinctively encoded material; (2) readers' interactions with the semantic base of the text; (3) encoding and recall of semantic content; and (4) the role…

Describes research on reading achievements of children who have not begun formal reading instruction. Indicates that children employ meaning, decoding, and memory as principal strategies for an effective approach to reading instruction. (Author/MJL)

Points up the importance of encoding time to the global act of reading. (AEA)

The theory postulating a dichotomy between sequential and simultaneous processing is reviewed and its implications for remediating reading problems are reviewed. Research is cited on sequential-simultaneous processing for early and advanced reading. A list of remedial strategies based on the processing dichotomy addresses decoding and lexical…

Evidence from the study indicated that the hearing impaired develop syntactic patterns, constructions, and processing abilities for language that differ from those used by the hearing but that semantic patterns and processing abilities of the hearing impaired are similar to those of the hearing. (Author/SB)

Presents study exploring oral reading errors of normally developing readers to determine any developmental differences in learning phoneme-grapheme units; to discover if the grapheme representations of some phonemes are more difficult to read than others; and to replicate results reported by Fowler, et. al. Findings show most oral reading errors…

Illustrates how one can test a multicomponent model of reading by observing the different forms that acquired reading disorder takes as a consequence of different patterns of damage to the brain. (HOD)

Perceptual processes of reading can be investigated meaningfully without having to make detailed statements about higher-level processing and about the nature of the interactions between downward flowing cognitive information and upward flowing information resulting from visual processing. (HOD)

Uses the fields of reading and literature to illustrate the difficulty of interdisciplinary cooperation. Notes how the exchange of ideas in these fields can stimulate needed research. (RL)

Examines research studies examining children's concept of reading activity and their attitudes about reading. (HTH)

Reading in the hearing impaired student is considered in terms of syntax, semantics, pragmatics, processes, and developmental programing. (SB)

Examines the instantiation hypothesis, which holds that as individuals read, they infer and store contextually appropriate examples for general terms in sentences. Concludes that the hypothesis is appropriate for college readers but not for those in elementary school. (AEA)

Describes the reading in sign language of 25 stories by four young deaf readers. Suggests that the reading processes of the deaf closely resemble those of hearing readers. (AEA)

Forty dyslexic children were given a version of the Stroop test which requires subjects to respond to attributes of a set of stimuli while ignoring the conflicting information that derives from another attribute. A negative linear relationship emerged indicating that greater reading proficiency was associated with less interference. (MKM)