Reports on a study that examined seventh-grade students' ability to recall prose passages to determine whether the size of the semantic processing unit increased across three orienting task conditions, thereby increasing comprehension and recall. (HOD)

Five contributors separately discuss (1) a formula for describing the anticipatory process in reading; (2) a combined reading, writing, and comprehension exercise that proved popular with rehabilitation students; (3) an adult education project involving reports on recreational reading; (4) limitations of the Fry Readability Graph; and (5) a method…

Summarizes types of reading research studies reported in 1970 and in 1980, describes the establishment of the Center for the Study of Reading at the University of Illinois, and notes a research trend away from the testing of programs and toward the development of principles. (ET)

A review of interactive models of reading combined with the assumption of compensatory processes indicates that compared to poor readers, good readers appear to have superior strategies for comprehending and remembering large units of text and are superior at context-free word recognition. (MKM)

A study conducted in Northern Ireland discovered differences in cognitive processing between average adult readers and adult literacy students. (MKM)

Results refute current claims that words are read aloud by retrieving a single pronunciation from memory and that pseudowords are pronounced by using abstract spelling-to-sound rules. Instead, it appears that words and pseudowords are pronounced using similar kinds of orthographic and phonological knowledge. (Author/CP)

Undergraduates were grouped into various study and review conditions to determine the effect of using a preferred or nonpreferred study technique and of being familiar or unfamiliar with an assigned reading topic. Students who preferred reading and were familiar with the topic achieved the best performance after reading. (Author/GDC)

This study examined the effects of visual aids and word structure on kindergarten children's learning of phonemic segmentation--a skill which correlates with reading achievement. Visual aids were the counters, squares, and pictures previously utilized by Soviet researchers. Squares contributed to segmentation of two-phoneme words. Error patterns…

An Englishwoman who had had no lessons in the Spanish language but had developed oral skills while on vacation in Spanish-speaking countries began reading Spanish newspapers and observed her reading processes. (CFM)

The purpose of this investigation was to determine if beginning readers with accelerated sight word vocabularies would identify more functional spelling patterns than beginning readers not making the same progress. (HOD)

Teachers who are studying children's literature should read a proportion of adult literature, should attempt to write their own works for children, should work in environments exactly like those children need if they are to become readers, and should learn about the act of reading in conjunction with their study of children's literature. (GT)

Findings of experiments conducted with two groups of 12-year-olds--ten good spellers and ten poor spellers, all of equal reading achievement--suggested that the poor spellers were proficient at going from print to meaning but were impaired at converting print to sound. (GT)

Contends that second-language reading comprehension should be investigated using adult bilingual readers reading authentic materials in their first and second languages and should focus on the process rather than the product. Examines reading strategies of eight Chinese graduate students at a Canadian university. Suggests that students used the…

Argues that the secret behind truly powerful learning lies in developing students' metacognitive abilities. Presents an overview of the role of formative assessment in learning to read and in reading to learn. Discusses some research-based instructional techniques useful in helping students take executive control of the reading act. (SR)

Examines associations of multiple measures of naming speed, phonological awareness, and verbal intelligence with word reading in poor readers and good readers. Reveals that for poor readers naming speed and phonological awareness were associated with word reading, but not verbal intelligence--for good readers, phonological awareness and verbal…