This study was designed to explore the sensitivity of children to orthographic structure, particularly across two grade levels and between two levels of reading ability within each grade. (HOD)

Investigates the effects of a classroom reading program in which students who passed pretests on basal skills were excused from subsequent instruction and practice on those skills. Finds that most students were able to pass pretests on reading skills before the skills were covered in the basal reading program. (RS)

Seeks to identify difference between six proficient and less proficient college freshmen in their use of personal evocations and reflections in the reading transaction. Finds that, although proficient readers integrate textual cues and prior knowledge in a process of reflecting about stories and characters, less proficient readers seem to approach…

With the exception of transfer-type experimental designs, none of the statistical methods proved satisfactory for isolating reading subskills. (RB)

Data from this study indicate that, with time held constant, underlining is of limited value and may only manipulate which parts of a passage may be learned at the expense of other parts. (HOD)

Assesses the factors influencing the word pronunciation of seventh-grade adolescents who scored either above or below grade level on vocabulary skills. (Author/RB)

The transfer phenomena observed in adults do not universally generalize to the pre-reader and training in phonic blending is necessary in order for phonic-letter training to yield positive transfer to a word-reading task. (RB)

Reports that the readability level of a document is a poor indicator of its comprehension for aged subjects and that simplifying the language of documents may not be sufficient in easing their comprehension difficulties. (FL)

Evaluates empirically a skill-oriented approach to teaching word attack such as that prescribed by the Wisconsin Design for Reading Skill Development with the desired outcome of functional reading ability. (HOD)

Study examined causal priorities between comprehension subskills in three types of readers and found that for most readers word meanings do serve as building blocks of paragraph meaning.

Describes and evaluates four measures designed to study students' awareness and use of reading skills as strategies. Finds that consistent results were obtained with all measures and that a correlational study indicates strong relationships among the measures. (RS)

Finds that some high school students benefited from explicit instruction in summarization skills, including greater strategic knowledge about the structure of summaries and modest achievement gains. (RS)

Presents information regarding item construction and validation procedures for a content-referenced test intended to measure functional literacy. (RB)

Confirmed the hypothesis that those in the three-dimensional instructional group would make fewer confusion errors that those in the two-dimensional instructional group on a transfer task in reading. (RB)