Twenty children in each of grades 2 and 4 were given a reaction time task of the type in which Sternberg (1969) shows high-speed, serial, exhaustive scanning of information in memory. On each trial subjects were asked to memorize two, four, or six pictures and were then presented with a single picture probe. The subject made a key-pressing…

After a review of past research in reading education, Science Research Associates arrived at reading objectives which were then reviewed by the National Assessment of Educational Progress staff, educators, and laymen. The six major reading objectives, appropriate for age-groups 9, 13, 17, and young adults, are the abilities to comprehend, analyze,…

The central concern of this book is the effect of reading from the perspective of Holbook Jackson's reference to "the reader as artist". Part One, Literary Backgrounds, establishes the literary and psychological framework central to the book. The second part, Research Backgrounds, focuses on (1) investigating the reading process and specific…

This book is a series of essays on the subject of miscue analysis, a diagnostic procedure rooted in the psycholinguistic view of reading. The focus of miscue analysis is on the broad field of reading comprehension rather than the isolated decoding of individual words and letters. The contents of this book include: "Introduction" by Sister Rosemary…

Two contrasting theories of reading are reviewed in light of recent research in psycholinguistics. A strictly "visual" model of fluent reading is contrasted with several mediational theories where auditory or articulatory coding is deemed necessary for comprehension. Surveying the research in visual information processing, oral reading,…

This book, a comprehensive statement about the reading problems of adolescent students, relates the principles of learning and learning theory to the teaching of reading. Using a linguistic orientation, the author guides the teacher through the procedure for developing word recognition skills, comprehension skills, content-area reading skills, and…

This study was designed to investigate the differences in effectiveness in teaching sight words to kindergarten children by using words only (no-picture group), words and simple pictures (simple-picture group), and words and complex pictures (complex-picture group). The subjects were 30 kindergarten children selected from two kindergarten classes.…

AN ANNOTATED BIBLIOGRAPHY OF BOOKS, ARTICLES, BIBLIOGRAPHIES, AND STUDIES IN LINGUISTICS COMPILED BY THE CENTER FOR APPLIED LINGUISTICS FOR TEACHERS OF READING IS PRESENTED. THE MATERIALS ARE LISTED CHRONOLOGICALLY IN THREE GROUPS--PART 1, 1942-66, GENERAL REFERENCES REFLECTING THE THINKING OF LINGUISTS ABOUT LANGUAGE, ITS DEVELOPMENT AND GROWTH…

This volume suggests not only that the reading process is more complex than previously assumed but that, like so many other cognitive and linguistic skills, the richness and depth of the complexity increase the more closely it is examined. Each chapter focuses upon various aspects of the reading process and provides for possible innovations and…

Three experiments use a tachistoscopic word recognition task to investigate how skilled readers covert visual input into a speech-related or phonological code during reading. (Author/NCR)

Presents a framework for conceptualizing development of individual differences in reading ability that emphasizes the effects of reading on cognitive development and on "bootstrapping" relationships involving reading. Uses the framework to explicate some persisting problems in the literature on reading disability and to conceptualize…

Briefly summarizes popular perspectives on the native-language reading process; presents pertinent studies of second-language reading; and analyzes these studies for pedagogical implications in three categories: organization of prior knowledge during the pre-reading phase; development of metacognitive skills during the reading act; and careful…

Describes a study indicating statistically significant differences between the two groups of intellectually superior four- and five-year-olds in the areas of story recall and print awareness, and that the accelerated readers of this age group tend to have mothers who have deliberately provided their children with reading instruction. (HTH)

Four experiments examined the spelling capability of students in grades 1, 2, 3, 4, 7, and college. Results suggested that reading unit size increases with age and reading ability. Younger children, like adults, unitize common words, and unitization of less common words increases as word configurations become more familiar. (RWB)

Describes story impressions, a prereading activity that uses story fragments in the form of clue words and phrases to help readers activate schemata by building anticipatory models of the text prior to reading, then allowing the reader to confirm or modify the model as the details of the actual story are encountered. (SKC)