Investigates relationships between syntactic awareness and reading proficiency. Fourth- and fifth-grade children of varying decoding ability differed in syntactic awareness according to their ability to correct grammatically deviant sentences in an oral language task. Significant correlations were observed between task results and measures of…

This study compared the instructional effectiveness of both cued and noncued pictures and cued and noncued text; investigated whether a combination of pictorial and textual cues is the most effective strategy for low and average reading ability students; and compared average and low reading subjects using noncueing and cueing methods. (MBR)

Examines the role of experience in the use of orthographic structure by good and poor sixth-grade readers. Results showed that poor sixth-grade readers used orthographic structure to speed their matching judgments just as effectively as good sixth-grade readers. (HOD)

Two studies with poor readers in grade 4 (total N=68) examined the relationship between word identification speed and story reading fluency. Benefits were found for single-word practice prior to reading stories containing those words, even for children who were particularly poor namers. Results are related to theoretical links between fluency and…

This study investigated the effects of heuristically based assignments and tests on adolescents' written responses to literature. In order to examine both tests and instruction, two separate but related experiments were conducted. Experiment 1 investigated whether the inclusion of guided prewriting on essay tests for two poems and two short…