Paired-associate (PA) learning of children was investigated as a function of age, stimulus-type, and mode of elaboration. Sixty nursery school children (average age 53 months) and 60 first graders (average age 84 months) were selected as subjects. Each child studied nine pairs of objects, photographs, or drawings for two trials of PA learning by…

Literature is reviewed which discusses the role of proprioceptors in basic perceptual and motoric functions. The author cites research on the functions of the muscle spindles in controlling muscles which in turn provide energy, stimulation, and activation of the central nervous system. Research on the relation of motor functions to language…

Descriptions of models of the initial acquisition stages of reading development and of methods for teaching beginning reading are provided in this conference report which not only describes individual models and strategies, but also draws together and summarizes current thinking in this area. The models range from the behavioristic works of…

The fact that comprehension is a topic that ranges across many fields is shown by the variety of subjects and areas that are considered in this bibliography. Entries are arranged under the following eight sections: Cloze, Critical Reading and Creativity, Factors, Language, Readability, Skills, Theory, and Thinking. A few of the many articles…

The first of two volumes of proceedings for the 19th annual National Reading Conference contains 41 addresses generally concerned with the reading process. In most cases these are descriptions of research studies examining facets of the reading process. A few others are position papers describing models of reading. Among the topics considered are…

A number of findings of the Targeted Research and Development Program in Reading (TRDPR), Project 3 are reviewed, and the means by which they were arrived at are described. The outcome of the review is a statement of needs in reading research based on the TRDPR synthesis of what it defined as quality research. Some of the conclusions were the…

This student workbook is designed to be used with accompanying video tapes for reading instruction with beginning and/or remedial readers of various ages. The series of exercises includes instructional units on word attack skills, sound categories (stops, nasals, laterals, vowels, etc.), and pronunciation rules. Also included are several readings…

The fact that comprehension is a topic that ranges across many fields is shown by the variety of subjects and areas that are considered in this bibliography. Entries are arranged under the following eight sections: Cloze, Critical Reading and Creativity, Factors, Language, Readability, Skills, Theory, and Thinking. A few of the many articles…

This book contains the featured addresses of the International Reading Association convention held in Seattle, Washington. Also included are sections on instruction in reading, curriculum and organization, teacher education, special interest areas, and research on the psychology and sociology of reading, the pedagogy of reading, linguistics in its…

The references listed in this annotated bibliography are organized into three major categories: (1) The Process of Critical Reading, (2) Research on Critical Reading, and (3) The Teaching of Critical Reading. The first category includes standard texts, theory-oriented volumes, a few books directed at the popular market, periodical articles, and…

The papers collected in this volume support the theory that the language skills of the dialectically different child can form a solid matrix upon which a viable reading/learning environment can be organized. Chapters under the section "Focusing on the Problem" discuss nonstandard dialect problems and make some observations on cognition and…

Both associative and conceptual learning are presumed to be of importance in reading at all developmental levels. However, it is hypothesized in the present study that there is a stronger relationship between beginning reading and associative learning than between beginning reading and conceptual learning. Conversely, it is hypothesized that there…

It has been suggested that good readers make better use of semantic/syntactic information and use relatively less graphic information than do poor readers. To test these hypotheses, minor visual alterations were inserted in words in connected text. Fifteen good and 15 poor readers at the fourth-grade level read two of the altered Passages orally.…

The word-identification approach has long been the basis for teaching reading in both native and second languages. Recent work has a new approach, particularly that of Frank Smith, who developed a feature analysis model of reading. As we can identify letters in different configurations or before all the strokes are completed, so can we identify…

The processes involved in learning to read and write are described and analyzed using a behavioral-engineering approach. A theoretical model of the learning process is presented and supported by discussions of learning as a discriminative process, of learning modalities, stimulus processing, and information processing during reading and writing.…