The problems stated for this investigation were: (1) to determine the order of introduction of the common phoneme-grapheme correspondences needed for use in decoding of written words introduced in the elementary grades, and (2) to ascertain at what specific readability level a particular graphemic option occurred most frequently. A master word…

Recent models of beginning reading processes are described, and the author offers the following summarization: (1) Models at present focus on cognitive aspects of reading; little attempt has been made to incorporate affective aspects into the models. (2) Several different theoretical positions within psychology representing a wide variety of…

This collection of essays is a companion volume to "The Reading Curriculum," both of which have been prepared for a post-experience course in reading development taught at The Open University at the University of London. While the intention is to provide British students with background for a course in the teaching of reading, a number of the…

The purpose of this study was to compare the reading ability and attitudes toward reading of students who have received instruction in reading in the Learning Dynamics Institute (LDI) program with students who have received instruction in reading in the Reading Clinic of Intermountain School. Two groups of 150 students were matched according to…

Part One of this book deals with theoretical considerations in the cross-national comparisons of language and reading instruction and achievement. Discussions of the scope and methodological problems of such research, bases for comparison, attitudinal and cultural variations, teacher preparation and organization variables, the varied linguistic…

A reconstructive approach to memory for connected discourse is contrasted with orientations that emphasize passive reproduction. Conditions under which reconstructive errors in recall should occur are specified. Most conventional experiments do not satisfy the conditions. In an experiment involving 360 college students, subjects were induced not…

In two experiments, college students who supplied the last words of sentences they read learned more than subjects who simply read whole sentences. This facilitation was observed even with a list of sentences which were almost always completed with the wrong words. However, proactive interference attributable to acquisition errors appeared on…

In a study designed to investigate whether the meaning of printed words is perceived directly in rapid silent reading or by means of phonetic recoding, subjects named pictures on which words or nonwords were superimposed as distractors. In a Stroop task of this kind, distractor words that are not congruent with the names of the pictures on which…

A sample of 194 high-school students participated in an investigation of Geyer's hypothesis that the reading or prose takes place by sequential acquisition during the fixational pause of the eye. A measure of sequential acquisition time was obtained using a movie which displayed six-letter words one letter at a time: students were asked to write…

Samples of 98 fourth graders and 111 sixth graders participated in a study of the relationships between operational thinking and reading comprehension of texts involving operational structures. Tests of operational thinking, reading comprehension, IQ, and vocabulary were administered in class groups. Results from correlational and factor analyses…

Working from theories of text grammar and logic, the authors suggest and tentatively confirm several hypotheses concerning the role of micro- and macro-structures in comprehension and recall of texts. (Text is in French.) (DB)

Reports two experiments analyzing the effects of different types of word misidentification on children's understanding of connected discourse. Results vary depending upon the way comprehension is assessed. (AA)

Examines the selective dissemination of indexed surrogates to overcome two major causes of cultural lag: reading overload and lack of cogency of technical communication. An analysis of three models--reference-retrieval systems, question-answering systems, and surrogate-dissemination systems--explores reasons for lag in technique implementation.…

Conditions under which children learn to read with comprehension are explored; it is argued that the environment of the school must be graded in accordance with the thinking level of children and individualized so that children have different paths available to achieve common understandings and skills. (Author/DS)

Discusses two major questions in the study of reading Chinese characters from the viewpoint of experimental psychology: (1) Is there cerebral lateralization? (2) In progressing from the recognition of single characters to the comprehension of sentences, is phonetic recoding necessary? The answer to both is yes. (KM)