Evidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid…

The ability to read written material is very important in the civilized world. In a society characterized by globalization and technological change, where knowledge is becoming increasingly important, reading ability is a key skill for active participation. The intent of the current study is to set out the nature of reading alongside express…

A reprint of chapter 28 from the authors' book, "K-6: Best Years of Their Lives?" published in 1979 by the (Australian) Primary English Teaching Association, which presents evidence that contradicts reports of a decline in Australian reading standards. (DD)

Investigates differences between two types of reading probe material to monitor students' oral reading fluency over time. Reading sources were the curriculum in which the child was being instructed at school, and a set of generic (curriculum-independent) passages. Results indicated that students read significantly more words correct in the generic…

This article provides a brief overview of the various areas of research that have served to clarify the condition of dyslexia. Using topics and content appearing in A. L. Benton and D. Pearl's (1978) text, Dyslexia: An Appraisal of Current Knowledge, as the point of departure, evolution of the definitions of dyslexia is traced to the current and…

Past reading research suggests that measures of reading comprehension should be made context dependent. Reading comprehension test questions that are context dependent are best answered by examinees only after the accompanying passages have been read. Recently, there has been some disagreement concerning the exact importance of context dependence…

Examines research evidence that suggests an association between impulsivity and poor reading performance; outlines methods that have been helpful in training children to respond less impulsively, to take more time, and to make fewer mistakes so that ultimately they may become better readers. (Author/GT)

Presents evidence from oral reading miscue research to support a psycholinguistic view of why omissions take place and how they reflect the reading process. Classifies word level omissions as deliberate and nondeliberate. (MKM)

Research results show that there are no clear grounds for assuming that students today cannot read as well as they did 25 years ago. (DS)

Reviews research on lexical access (the process of getting information about a word from a mental dictionary). Discusses implications for comprehension development. Suggests that individual differences in comprehension depend on speed of lexical access as well as on speed of decoding. (SR)

Gives background information on the journal's mini-series on reading assessment and intervention. States that over the past decade cognitive psychologists have learned that reading disabilities are primarily language-related disorders and neuropsychologists have advanced ideas on reading process. The mini-series seeks positive and significant…

Current textbooks on reading recommend six scoring systems to be used with cloze tests to find material of suitable difficulty for instruction. These six scoring systems, when applied to a single data source--300 cloze scores obtained from ninth grade students tested with ninth grade content materials--produced varied placements which at present…

Reviews attempts to adequately define dyslexia with a focus on recent efforts at developing a nosology of dyslexia and discusses the neurological basis of reading and severe reading failure with an emphasis on validating evidence provided through brain-mapping procedures and postmortem studies. (HOD)

Highlights the methodological issues surrounding research on reading in atypical populations and discusses the issue of comparison groups. Reviews evidence from studies that have described the reading profile observed in Williams syndrome. Advocates a more dynamic developmental approach to the study of reading in atypical populations. (PM)

Presents three research claims that may have influenced the adoption of rhyme and analogy as part of the National Literacy Strategy. Notes that the three claims are: rhyme awareness is related to reading ability; rhyme awareness affects reading achievement; and rhyme awareness leads to the development of phoneme awareness. Concludes that not one…