The use of words in isolation, words with pictures, and words in sentence context in teaching word recognition to beginning readers was studied in a sample of 54 boys and 54 girls. These 108 pupils were randomly assigned to the three treatment groups; each child was individually taught the target words. Learning was assessed on five dependent…

The studies reported here examined the role of orthographic regularity and summed positional frequency in the perception of letter strings. College sophomores and sixth graders were asked to indicate whether or not a target letter was present in a six-letter string. Orthographic regularity and summed positional frequency were found to have no…

This paper reports on a computer simulation of cloze retrieval tasks. It first outlines the ideas that were assembled and translated into the model used to compose the simulation and describes the method used in developing the simulation. It then reports on a comparison of the time required by a computer and by human subjects in responding to…

The current movement toward observing both the process of reading in other languages and the areas of language interference is an important element in the education task. In a study which examined and described the observable process of oral reading by six bilingual children whose first and dominant language was Yiddish, the Reading Miscue…

The development of rapid word processing skills was investigated using a visual search task. Visual displays of varying orthographic structure (words, pseudowords, nonwords) were presented to college students and to kindergarten, second-grade, and fourth-grade children. Response latencies were measured as subjects indicated whether a previously…

The purpose of the present study was to examine the cultural and personality resources of fourteen-year-olds, and their school related skills as components of achievement in mother tongue literature. (Author/RK)

The interaction of reading ability with serial position indicates that short-term storage is equally robust for dyslexics and normals but that long-term storage is impaired for dyslexics. (Author/BJG)

Recent research in text structure and comprehension has several important implications for readability theory and practice. First, text-level factors such as coherence and organization must be considered along with word-level and sentence-level factors when evaluating the readability of a specific set of materials or when attempting to construct…

Two research studies were conducted to examine short term memory capacity and eye fixations as parts of the reading comprehension process. In the first study, varied aspects of the text and the readers' tasks were examined by monitoring the duration and sequence of readers' eye fixations. The results showed that readers made longer pauses at…

Word recognition and reading failure are examined in this report using an interactive framework of the reading process based on the premise that reading is both a top-down and a bottom-up process, both conceptually guided and graphically based. Experiments are discussed that show that less-skilled readers are affected by anomalous contexts and…

The tendency to think of a literary work as an object or entity existing apart from author and reader has been the greatest stumbling block in literary criticism and the teaching of literature. The transaction between a reader and a text involves the reader in a highly complex, ongoing process of selection and organization. Keeping the reader's…

Learning to read in a foreign language has always been considered as belonging to the field of language teaching. But there is a case for viewing the learner as training in reading too. This article analyzes the reasons, drawn from research (mostly psycholinguistic) on the reading process, that lead us to consider the learner as an "apprentice…

College undergraduates participated in a cost/benefit analysis and a speed/accuracy analysis of semantic priming in a lexical decision task. In both studies, half the cues were neutral and half were words from 30 semantic categories. Word targets were the category names, and nonword targets were derived from those names. The cue-word was valid 80%…

The oral reading errors of 15 second graders were analyzed to find out if strategies used by good and poor readers could be differentiated. Patterns of errors were identified, and it was found that good readers often used context cues, while poor readers relied heavily on visual-phonic information. It was also possible to identify good and poor…