Investigates the relationships among pronunciation level (decoding), verbal level (listening), and accuracy level (reading) in grades 1 to 6, and for students who are in the advanced phase of decoding. Finds that the level of reading accuracy of students can be improved the most throughout grades 1 to 6 by emphasizing instruction that will improve…

Investigates causes of high and low reading achievement among elementary students using a causal model. Finds support for the model. Notes an implication of the model is that teaching and learning relevant to improving listening comprehension and word identification proximally affect verbal knowledge and pronunciation knowledge, and distally…

Reviews 11 studies originally analyzed by Bergquist to support the contention that children can be trained to increase their reading rates without any loss of comprehension along with more recent work. Concludes that rapid reading results in a decrease in the accuracy of comprehension. (FL)

A standardized method, called programed prose, has been developed which can be used to automatically convert prose training material into a form which forces trainees to read the material with at least a minimal level of comprehension. From the results of a series of experimental studies, it was concluded that programed prose facilitates learning…

Investigates the relationship between the relative difficulty of passages and the number of unknown words in passages. Finds little support for the theory that free reading results in large vocabulary growth. Calls into question the practice of devoting large amounts of classroom time to free reading if the purpose is to increase vocabulary or…

Investigates factors measured by several tests of reading comprehension. Four different factor analyses consistently resulted in Efficiency Level factor when there was one factor; when there were two factors, one was interpreted as Accuracy Level and the other as Rate Level factor. Finds that the most important factor involved is Efficiency Level,…