Describes ARC (Associate=Prereading, Read=Guided Reading, Connect=After Reading), an instructional reading technique employing cognitive mapping or networking, based on the ability of students to utilize prior knowledge and assimilate new material. Describes the ARC procedure, provides a rationale for the technique, and reports observed results.…

Study examined how second-language readers filter information from second-language texts through culture-specific background knowledge. Korean graduate students with advanced English read stories and answered questions. A think-aloud protocol assessing their understanding and inferences indicated an effect of culture-specific schemata and…

This study of 281 individuals (ages 6 to adult) with reading difficulties who received 80 hours of intensive instruction in the Auditory Discrimination in Depth Program found that subjects exhibited significant gains on measures of phonological awareness, sound/symbol connections, word identification, spelling, and decoding in context. (Author/JDD)

Shows 16 kindergarten children's literacy development as indicated by the use of 6 specific story elements (classic story version, connected events, fantasy experiences, goal-directed experiences, personal experiences, and social interactions) in the children's original stories. Finds support for the belief that learning to read and learning to…

Investigates whether so-called poor spellers who are good readers are indeed good readers. Finds that three college students who appeared to be poor spellers but good readers were inefficient readers who committed numerous errors while reading aloud. Concludes that reading aloud and spelling involve phonological mediation and are not completely…

Provides a definition and description of the response process and a description of the teacher's role. Describes ERMAA (experiencing the literary work, responding, mapping and analyzing multiple responses, and affirming the inherent individuality of response), a one-week strategy designed to facilitate literary response in the classroom. (RS)

Reviews classroom-based studies on alternative literacy assessment. Suggests that alternative assessments in some cases tapped elements of the reading process that are more difficult to assess through traditional testing practices and created an impetus for some teachers to explore certain instructional issues. Finds little information on the…

Investigated the role of phonological and orthographic processing skills in second-language reading of 60 native-Farsi-speaking English-as-a-Second-Language (ESL) graduate students. Three types of ESL reading variables were used: reading and comprehension, silent reading rate, and ability to recognize individual words. Efficiency in phonological…

Trained fast- and slow-namer groups of poor-reading second graders to read words using different training regimes. Found that slow namers were particularly disadvantaged compared to fast namers when trained with word-level units. Children showed poorer retention following onset/rime training compared to other types. They showed the best…

Three experiments examined initial fixation position effects for Hebrew readers. Experiment 1 found the preferred viewing location for Hebrew readers to be to the right of the center of words and not modulated by inflectional morphological constraints. Experiments 2 and 3 indicated that derivational morphological constraints do modulate the…

Fifty-nine English-as-a-foreign-language students in Saudi Arabia took a cohesion test in which they identified four types of cohesive ties in a reading text, including conjunction, reference, substitution, and ellipsis. Incorrect responses were analyzed. It was found that substitution was the most difficult cohesive tie to process. (Author/VWL)

Studies influences of rereading and strategy use on college students' abilities to understand/remember text information, hypothesizing that those engaging in active strategy use should perform better than those who do not. Indicates no differences between groups on the recognition task, but finds differences on the recall task. Discusses time on…

Current research supporting the language basis of dyslexia is reviewed, suggesting that phonological processing deficits are at the core of dyslexia and less pronounced reading problems. The role of higher-level language functioning and phonological processing is considered in an expanded view of the language basis of reading disabilities.…

This article examines the problems of the intermediate-level foreign-language course as well as student attitudes and goals derived from survey data. (33 references) (CK)

In this longitudinal study, reading acquisition was related to phonological sensitivity and rapid naming in young children. Phonological assessment consisted of rhyme and initial consonant discrimination, whereas rapid naming tasks were made up of pictures, letters, and numbers. Subjects were 95 children from two grade levels, primary and grade…