Presents study performed to clarify the role that imagery plays in sentence understanding. Results show that reading selectively interferes with comprehension of high-imagery sentences and demonstrates that sentence comprehension is not a process that is independent of the decoding stage. (Author/BK)

A technique for teaching sight word vocabulary through combining common syllables was used with two neurologically impaired elementary grade students. (DB)

The relationship between word synthesis and beginning reading achievement is tested. A stable direct relationship is evidenced between the two, regardless of the child's reading strategy. (JMF)

Listeners shadowed lists of words or parts of sentences, and shadowing latencies were recorded. The effect of attended context was interpreted as a result of strategical manipulation of response bias (a resource-limited process), whereas unattended context may be effective through spreading excitation in semantic memory (a data-limited process).…

Presents a five-step lesson to teach young children with disabilities to recognize and decode words by actively involving the children in rhythm and movement. The lesson's objectives are provided as well as step-by-step instructions. The lesson calls for students to engage in guided and individual practice. (CR)

This study tested the role of visual processing speed and IQ in reading with 124 children either with or without reading disability. Results indicated that processing speed explains a significant amount of variance in reading comprehension, as does IQ. Path analyses indicated that the effect of IQ on reading is partially mediated by decoding in…

Notes the high-school students in the experimental group were given approximately 18 sessions of individual tutoring in which they practiced associations between letter patterns and pronunciations for pronounceable parts of words. Finds these students showed greater improvements on all measures than did students in a control condition when the…

Describes how teachers implement a spelling decoding strategy within a first-grade language arts curriculum. Considers how the investigation of one spelling-decoding instructional strategy was a coming-to-know process that led the authors to value intentional word study that was connected to but not necessarily embedded in authentic contexts. (SG)

Presents a means to teach phonics in conjunction with children's literature by presenting an overview of the literature, describing a comprehensive instructional plan that unites phonics instruction and children's literature, and discussing when and when not to use the strategy. (MG)

A technique for teaching children to gather new facts and ideas or to confirm previously selected information for the purpose of writing reports is described. Semantic mapping, a model for enhancing passage comprehension, is an entire process of reading, recalling, notetaking, organizing ideas, and paragraph writing. (JD)

Investigates comprehension problems of children whose decoding skills are normal but whose reading comprehension skills are poor. Concludes that working memory processes are not a major causal factor in the creation of the comprehension difficulties identified in these poor comprehenders. (RS)

Compares dyslexic children with normal readers on measures of phonological decoding and automatic word processing. Finds that dyslexics have a deficit in automatic phonological decoding skills. Discusses results within the framework of the phonological deficit and the automatization deficit hypotheses. (RS)

Burgess' novel, "A Clockwork Orange," is discussed as a perfect example of schema theory in operation. The book's overwhelming linguistic accomplishment is based on Nadsat, a language coined by Burgess and described as bits of rhyming slang, gypsy talk, with Slavic roots and propaganda components. (seven references) (LB)

Three passages that differed in accessibility but not linguistic difficulty were read by 52 11-year-old remedial readers, focusing on words read correctly. Readers were able to use linguistic cues to solve difficult words. Context dependency was affected both by decoding ability and text accessibility. (SK)