Investigates the relationship between learning style, reading and study skills scores on a number of standardized tests, and performance on a scanning experiment involving locating information in meaningful prose. (HOD)

Reports on a study that provides evidence of the validity of the cloze test as a measure of reading comprehension and its subskills as measured by a conventional standardized reading achievement test. (HOD)

Primary school children performed a discrete-trial Stroop task in which they named the colors of stimuli that either matched or did not match items that were being concurrently held in memory. Results indicated a developmental trend toward the color being named faster when the stimulus matched the item held in memory. (Author/HOD)

Points to limitations of procedures used by Kim Yap in probing the causal ordering between vocabulary and comprehension skills of primary grade pupils (see EJ 206 255); cautions researchers of reading behavior not to apply Yap's procedures indiscriminately. (HOD)

The dimensions that interact during reading acquisition include properties of texts, the acquisition of reading skills and strategies, the development of cognitive and language skills, the influence of instruction, and the effects of motivational, cultural, and language variables. Discusses how these interactions may occur and describes three…

Illustrates a strategic-process perspective toward reading skill development, discusses cognitive research related to early reading processes, and relates the perspective to a variety of research on the early reading period (grades one to six). (JM)

Summarizes the results of a series of factor analyses of a new test of literal comprehension using a multiple-choice cloze format. (JM)

Describes the reading skills of postkindergarten precocious readers. Finds no meaningful weaknesses in their average skill pattern; their strengths mirrored weakness identified among disabled readers; they were especially rapid text readers; they drew on especially strong phonological analysis skills as well as orthographic processes; but average…

Contrary to expectation, subjects given a passage with neither paragraph cues nor an advance organizer recalled better than subjects given paragraph cues but no advance organizer. (RB)

Two experiments suggest that a sharp increase in reading automaticity occurs during the first grade, but that by the end of the year the development of automaticity begins to level off. (HOD)

Results of a study show that reading and listening comprehension depend on the same language processing skills and that localized processing skills, not global organizational skills, are a major source of individual differences in language processing. (JM)