Three experiments examine the information extraction process in adults and elementary school children reading paragraphs or words. In experiments 1 and 2 subjects were presented paragraphs to read and to search for specified targets. In experiment 3 subjects were asked to judge whether briefly presented pairs of letters were the same or different.…

Synthesizing a diverse group of studies, author argues that reading disability is not a unitary phenomenon but can result from deficiencies in different psychological processes. Based on the points at which an individual's reading breaks down, she presents a fourfold classifications scheme capable of categorizing all poor readers. (Editor/RK)

Students were randomly assigned to read a text passage displayed on microcomputers in one of four conditions: (1) required reviewing of main; or (2) alternate text when responses to adjunct questions were incorrect; (3) reading with adjunct questions; and (4) reading without adjunct questions. (Author/LMO)

Describes a study of oral reading errors by six-year-olds indicating that previously read words are frequently substituted at points of miscue, but that reliance on this source decreased over the year, casting doubt on previously postulated developmental phases of reading. (HTH)

Describes a study of the effect of incongruent prior knowledge on fifth- and sixth-graders' text comprehension, indicating that text structures that explicitly contrasted the reader's misconception with the correct information were more effective than those that simply gave correct information. (HTH)

The article contains a review of reading comprehension research since 1980, based on an interactive model of reading, with a focus on reading disabilities/learning disabilities. Included are studies which have investigated the influence of readers' prior knowledge of a topic, the influences of text structure and task demands, and metacognitive…

Identifying the main points of a communication is fundamental to successful reading comprehension. Discussed are difficulties in defining main idea, text structure variables in determining important information, textual hierarchy and the theory of macrostructure, text features signalling important information, summary writing, learning-disabled…

A cognitive-developmental view of reading was tested with 100 four-year-olds by examining the relationship between conceptual reading (multiple seriation and perceptual regulations), oral language (vocabulary and grammatic production), and reading (word recognition and comprehension). Findings suggest that language-learning explanations of reading…

Notes that in the fourth grade, readers begin a transitional period where emphasis shifts from experiential reading to include informational and expository material. Discusses reading in the different content areas--English, history, mathematics, and science--and asserts that teachers should spend more time preparing students to read in these…

Discusses ways in which to assess, adapt, and use appropriate reading materials for English-as-a-second-language learners, presents guidelines for assessing text difficulty, describes the content and use of simplified readers, and suggests methods for simplifying the reading process rather than the text. (Author/CB)

Determined the strategies adults used as they read. Results revealed two stages of reading development: (1) a reliance equally on print and language based strategies with no integration of the two, and (2) increased ability to use language knowledge to integrate and predict as they read. (SRT)

This study compares the reading achievement of beginning readers in kindergarten who were assigned to two reading groups: (1) cipher readers and (2) phonetic-cue readers. Results showed that the first group did better in both reading and spelling. The importance of beginning readers advancing beyond cue reading to cipher reading is emphasized.…

Indicates that both novices and experts considered (1) definitions more important than facts, though novices applied this rule more strongly, and (2) information high in the passage hierarchy more important than lower level information. Finds that hierarchical level has a greater effect on the perceived importance of definition than facts. (JD)

There is an explosion of new research describing writing stages and how young children learn about reading by learning to write first. Teachers can develop environments in which students can freely explore writing in no-fail situations. By being guided by childrens' spontaneous learning efforts many inapropriate teaching techniques can be avoided.…

Investigates the reading development of six preschool children who learned to read at home without systematic instruction. Attempts (1) to find out whether there was an identifiable process by which these children learned to read and (2) to study th role of the parents in these children's early reading acquisition. (HOD)