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Peer reviewedBell, Laura C.; Perfetti, Charles A. – Journal of Educational Psychology, 1994
Highly skilled and less skilled college readers (n=29) were compared on several information-processing and language-comprehension tasks that tap cognitive components of reading. Results confirm that both areas distinguish skilled and less skilled readers and suggest that reading ability is a continuous function. (SLD)
Descriptors: Adults, Cognitive Processes, College Students, Comparative Analysis
