Article discusses the remedial learning of reading for the teaching of the English language to those who come to school with deficient verbal skills, and for others who simply want to enjoy a satisfactory life. (Author/RK)

Children are often turned into deficient readers as a result of their never progressing beyond the first stage of reading--articulation of words from printed page; if provided with an enriched classroom environment, the child will learn to read with little formal instruction. (MM)

Two hypotheses (selective attention and slot filling) of how schemata enhance the learning and recall of the initial comprehension of prose material were tested. Consistent with the attention-focusing hypothesis, readers spent more time on sentences containing information important to their assigned perspective. (Author/PN)

This case-study recounts an investigation of a barely literate 12-year-old boy and discusses some of the advantages of computer-assisted instruction for remedial aid--e.g., its impartiality, lack of emotional involvement, and instant and accurate feedback. The results may have implications for the slow undergraduate learner. (EAO)

First-, second-, and third-grade readers were asked to pick items that differed in terms of a rule-governed description of orthographic structure. Task performance improved with school experience. Reading ability was positively correlated with knowledge of orthographic structure for young readers. (Author/PN)

Concludes that a grapho-syntactic organization that divided sentences into meaningful units and random units was comprehended significantly better by both good and poor comprehenders than was the regular paragraph format found in basal readers. (FL)