Research supported by the U.S. Office of Education and the Center for Research in Human Learning at the University of Minnesota.

The hypothesis/test procedure training materials in reading and word recognition were field tested with 40 educable mentally handicapped children (9- to 13-years-old) and 29 control Ss. Three classroom teachers used the materials for approximately one-half hour a day for 15 weeks. Information was collected through weekly conferences, observations…

Subskills and strategies necessary to improve reading skills are considered. The hypothesis/testing model, useful at the intermediate reading level, is presented. Two experiments, with retarded and normal children, respectively, indicate hypothesis/test model success. Task analysis on model components is used to generate the seven subskills. (BJG)

Research supported by the Cooperative Research Program of the U.S. Office of Education, CRP-S-378.

The purpose of this study was to resolve the focal attention versus context controversy. Eighty first-grade and 84 second-grade children from a metropolitan school system served as subjects. Subjects in each grade were randomly assigned to each of four experimental conditions: picture-word, no picture-word, picture-sentence, and no…

The purpose of this study was to determine differences in word recognition strategies used by good and poor readers. Twenty good readers and twenty poor readers were randomly selected from a fourth grade class and randomly assigned to levels of a five by five repeated-measures Latin Square design. All of the subjects were given two tasks to…

The effectiveness of a model for training word recognition was tested with 60 eeucable mentally retarded children (mean age 10 years). Thirty Ss, randomly assigned to the experimental group, were given 14 weeks of training on the model's seven component skills (such as the ability to construct a word given an initial sound), while the 30 control…