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)

Compares and contrasts three reading comprehension taxonomies and discusses possible uses. (MKM)

Reading comprehension is an active inferential process. Three experiments are described in which the possibility was examined that highly probable inferences are drawn, even when they are unnecessary for comprehension. (Author/RM)

The reading process includes the ability to choose from a range of purposes, types of materials, and circumstances under which to read. (DD)

Two error analyses (one on consonants and one on vowels) underscore the importance of non-visual cognitive processes in reading. (RL)

Explores the processes of learning to read in order to learn and reports a study of the reading strategies of 35 high school students. (JM)

Research methodology on reading improvement should focus on the processing of stimuli and experience of content rather than on simple models of reading using eye movement, silent speech, perceptual span, reading ability and visual ability as explanatory concepts. (MKM)

Questions three assumptions about the diagnosis and correction of reading problems. (MKM)

This experiment attempted to discover under what circumstances, if any, children use whole words, syllables, letter clusters, or letters as units during reading. The results indicated that syllables and letter clusters are probably not processed as units for any type of word, but there was slight evidence that letters may function as units,…

The reading process incorporates three factors: images registered in visual sensory memory, semantic analysis in short-term memory, and long-term memory storage. The focus here is on the contribution of sensory memory to reading performance. (Author/RK)

Gives a listing of articles with ideas and specific plans for developing parent involvement programs in reading. (MB)

After analyzing 40 speed reading texts, a study concluded that in order for these books to accurately reflect the empirical reading research they should recognize the upper limits of genuine reading (300 to 600 wpm) and limit the recommended area of eye fixation to three or fewer words. (SRT)

This paper proposes a reading model based on the metaphorical usage of neurobiological knowledge. The basic units, organization, and functioning of the Nurogen Model are described. The model's empirical scope is discussed focusing on letter and word perception, theme effects in comprehension, and the influences of text characteristics upon…

This study examined the effects of provided and generated questions during reading on recall of facts and concepts from descriptive passage for students in grades 5, 8, and 11. Provided conceptual postquestions significantly increased recall of main ideas and factual details. (LMO)