Presents the results of three experiments designed to test the acoustic scanning hypothesis for reading in a number of ways and to look at the cross-out procedure as a test of syntactic processing. (RB)

Stresses the importance of careful diagnosis for each child, concluding that by working with such related skills as listening comprehension, spatial relations, and auditory association the overall effectiveness of a reading program for spanish-speaking children may be increased significantly. (RB)

Concludes that the size of a word recognition unit is sensitive to reader skill and context condition. (HOD)

Investigates the influence that instruction and the developmental stage of learning to read have on the reading concepts of first graders from skill-based and literature-based classrooms. Finds both groups exhibited high interest in learning and knowing words but that the literature group differed in their heightened metacognitive understandings,…

Describes a study conducted to determine the relationship between change in attitude toward reading and sex, socioeconomic status, age, and achievement in reading skills. (TO)

Explores children's ability to segment utterances into syllables and phonemes, and their skills in the recall of sentences of low and high complexity. (HOD)

Concluded that though auditory conceptualization is strongly related to reading, Spanish language interference with auditory conceptualization does not extend to reading skill. (RB)