A longitudinal (from kindergarten through grade 2) study with 244 children evaluated 3 hypotheses regarding the causal relationship between phonological processing abilities and reading acquisition. The study found a bidirectional relationship between phonological processing skills and reading skills and stability in individual phonological…

Designed to provide a criterion referenced measurement of CVC (consonant vowel consonant) word patterns, this test consists of six subtests of 152 items prepared as slides for projection. Items are to be presented to the subjects on two separate occasions. (This document is one of those reviewed in The Research Instruments Project (TRIP) monograph…

Designed to interpret comprehension recalls in terms of textual information and cognitive processes used, this instrument outlines four stages for interpretive recalls, based on the premise that recall of a text results from receptive and productive processes. Stage 1 specifies which information is pertinent for analysis; stage 2 discusses the…

Studied was the development of a variety of grammatical-sensitivity and phonological skills in normally achieving, reading-disabled, arithmetic-disabled, and attention deficit disordered children 7 to 14 years old. (PCB)

Studied first- and fifth-grade children at different levels of reading skill in four familiarization experiments concerned with word encoding processes. Overall, supports the view that word encoding undergoes qualitative change as reading progresses from beginning to more advanced levels, although the reason for this change is unknown. (Author/NH)

Third and sixth graders read an illustrated story and were presented with either a television or radio version of another story. Across a range of comprehension and memory measures, performance in the radio condition and reading were related, while performance in the television condition and reading were not. (Author/CB)

The measured effects of captioned television upon the sight vocabulary, comprehension, and oral reading performance of 77 learning disabled students from 4 Maryland schools suggest that both captioned television with sound and conventional television enhance the reading skills of learning disabled students. (7 references) (MLF)

This study, with 93 third grade poor readers, 54 fifth grade poor readers (with and without reading/IQ discrepancies), and 147 nondisabled first graders, found poor readers significantly more impaired than the matched first graders on all measures of nonword reading thus supporting the hypothesis of a deficit in nonword reading skills not…

Reviews research supporting the use of writing to develop reading ability, highlighting findings that writing exercises improve reading comprehension, recall, and retention of texts. (PAA)

Designed to measure children's abilities to synthesize concepts from several sources, this measure is based on the assumptions that children move from the concrete to the abstract, from specific to generic, and that the ability to synthesize and form new concepts is an important prerequisite to reading comprehension. Each form of the test is…

Experiment 1 examined the position that mirror-image confusions reflect an inability among three- to five-year-olds to determine whether their performance level differences reflect differences among nonreaders already attending and those not yet attending to reading cues. Experiment 2 examined the Experiment 1 four- and five-year-olds, identified…

Proposes that literacy must be judged against social background. Analyzes the racial and social differences in the interpretations of a story by a working-class Black student, a working-class White student, and an upper-class White student. (FMW)

This study examined the effects of teaching prelingually deaf, elementary school children specific strategies to use when reading. Strategies addressed the skills of inferring, predicting, analyzing, attending, associating, synthesizing, and monitoring. Five of six children made significant gains in both reading levels and specific metacognitive…

A study with 18 deaf high school students found that skills that actually contribute to reading proficiency included use of prior text information, prior knowledge, reading speed and consistency, use of active memory for function words and inflections, and correct processing of relative clauses and the passive voice. Instructional implications are…

This article presents evidence that initial and advanced reading abilities are predominantly mediated by the right and left cerebral hemispheres, respectively. Premature reliance on left hemisphere reading strategies or later failure to shift from earlier right hemisphere strategies are hypothesized as resulting in two different types of dyslexic…