An investigation of performance on a standardized test of self concept with matched samples of normal and retarded readers. Self concept test performance was found to be significantly and negatively related to age, school grade and each measure of achievement. (Author/SDH)

Fourth and sixth graders and adults read words preceded by either a congruous, incongruous, or no-sentence context, and then completed another task where they named the color of the target word. Results suggested that context effects are mediated by automatic processes which decrease in importance with age and reading ability. (Author/JMB)

Investigates increased use of metacognition (i.e., monitoring comprehension, developing expectations, learning information sampling strategies) as reading ability develops among sixth-, seventh-, and eighth-grade pupils and high school students. (Author/RH)

Results as a whole did not support the hypothesis that poor readers show deficits in selective attention relative to age-matched normal readers. (RH)

First, second, and fourth graders completed questionnaires assessing their perceptions of their competence in several activities. Younger children had more positive perceptions than older children of their competence in nonsports activities. Boys had more positive beliefs than girls about their competence in sports and mathematics. Girls had more…

Intra- and crossmodal performance of normal and retarded third-grade readers were compared in a reaction-time task. Results suggest that the demands of stimulus complexity within the visual modality rather than the demands of crossmodal shifting were related to reading ability. (Author/ED)

Matched groups of good and poor readers were administered a task that involved making same-different judgments for various combinations of auditory sequential, visual sequential, and visual spatial patterns. (Author)

Longitudinal data from a study of child development in Guatemala City were used to describe the influence of socioeconomic status and sex on physical and cognitive growth status. The correlation between growth status variables was also analyzed. (Author/RH)

Second and fourth graders were assessed as skilled or less skilled in reading ability. Less skilled fourth graders performed worse than skilled second and fourth graders in recognizing the odd phoneme in a group of phonemes and performed similarly to skilled second graders on a test of verbal working memory. (BC)

Two studies examined individual differences in 7- to 10-year-olds' contextual facilitation. Findings indicated that poor readers showed more contextual facilitation than good readers but the relative context benefit was greater for good readers. Comprehension was a better predictor of contextual facilitation that decoding. Dyslexics showed greater…

Offers a typology of emergent literacy skills, reviews research relating emergent literacy to reading, and reviews evidence linking emergent literacy environments and development of emergent literacy skills. Proposes that emergent literacy consists of inside-out skills and outside-in skills that are influential at different times during reading…

Compared the processing of rapid auditory stimuli on two-tone auditory discrimination tasks by 7- to 11-year-olds with learning impairments (LI) and those without learning impairments (non-LI). Found that LI children committed more errors, but the effects of timing were comparable. Obtained same results with a sample of good and poor readers. Task…

Studies the development of word-retrieval speed and its relationship to reading in 72 average and 11 severely impaired readers in kindergarten through the second grade. (HOD)