The reading strategies of twenty-four tenth grade subjects were analyzed to obtain information about the reading process. Subjects were assigned to one of eight conditions formed by the combination of two levels of three factors, a 2x2x2 modified factorial design. The three factors were: proficient and non-proficient readers, readers with high and…

The purpose of this study was to determine whether practice in transformational sentence combining will aid students' reading comprehension by giving them a large repetoire of syntactic constructions from which to draw when matching constructions contained in the materials they are expected to read. The first section of the document discusses the…

Good and poor sixth grade readers served as subjects. Experiment 1 tested for immediate spatial order memory of letters by giving children four or six consonants and having them place the letters in the order in which they had appeared in a just-viewed stimulus. The consonants composing the strings were either positionally redundant (R) or…

The purposes of this conference panel were to suggest ways of bringing basic and applied research on reading comprehension into an interaction that would enhance both theory and practice, and to develop an approach to the design and study of instructional practice that would maximize the relevance of instructional research for both the public and…

Designed to give teachers, specialists, and students insight into the historical development of trends, theory, research, and current practices in reading instruction, 82 selections written over a period of nearly 150 years have been compiled from books, monographs, pamphlets, yearbooks, conference proceedings, and education periodicals. The…

A task analysis of the conceptual skills prerequisite to learning to read by a phonics-based method is made in an attempt to distinguish these skills from reading's component skills. The model for task analysis presented by Gagne, in which a cumulative learning of prerequisite conceptual skills is assumed, is used. The analysis deals primarily…

A recent finding that good and poor readers may bring different response patterns to the reading task comes from a pilot study in which so-called good readers achieved a higher score on a comprehension test than did poor readers, even when they had not had a paragraph or story to read as a basis for answering the questions. This study was a more…

This study was designed to collect and analyze the verbal protocols of students involved in introspection as they responded to standardized measures of reading comprehension, for the purpose of learning more about the reading process. Eleven seventh grade students from an urban public school were randomly chosen from 61 subjects who met the…

Analysis of behaviorally expressed instructional objectives, materials, and criterion test items in reading has generated a finite list of operations and conditions that cover almost all possible reading activities and behaviors. The list has been organized into a short, simple Code Key. A 15-cell computerized syntax has been designed to carry the…

An account of the relationship of reading to language that depends on a distinction between primary linguistic activity itself--the processes of producing, perceiving, understanding, rehearsing, or recalling speech--and the speaker-hearer's awareness of this activity was proposed at a conference sponsored by the National Institute of Child Health…

Reading is a process in which written language conveys meaning between writer and reader. The reader uses graphic, syntactic, and semantic cues to get to the meaning. This study examines the reading process of 94 subjects with proficiency levels ranging from low second grade to high tenth grade using the Goodman Taxonomy of Reading Miscues. The…

This study examined the nature of reading comprehension to determine if the process is best described as a unitary ability or in terms of multiple skills that can be identified and measured. Test items were constructed to measure each of the comprehension skills selected for investigation: (1) remembering word meanings, (2) inferring word meanings…

Very little has been reported in the literature as to how a child actually learns, but what is known can be put to more effective use in teaching the child to read. The brain has at least five input systems: sight, hearing, touch, taste, and smell. The first of these senses is employed more than the others in reading; however, it is believed that…

In this investigation of potential sources of individual differences in free-recall learning and retention by children, learning ability is defined in terms of performance on a free-recall test with the upper and lower thirds of the distribution typically being defined as fast and slow learners. Variables concerned with short-term memory,…

The purpose of this book is to provide an understanding of both the educational and medical aspects of reading and to show how they are interrelated in reading disabilities. The various aspects of reading disabilities are presented in the following chapters: Introduction to the Reading Problem; Early Predictive Studies; Psychological Evaluation;…