Nassaji and Geva (1999) concluded that lower level processes, particularly efficiency in phonological and orthographic processing contributed significantly to individual differences in adult ESL reading. Moreover, they reported that speed of letter naming, while not directly associated with reading comprehension, was related to linguistic…

Reports a two-part investigation of qualitative differences in reading/thinking found among college students. Presents a factor analysis of the inventory responses of 91 participants that yielded four relatively distinct strands, with surprisingly high weightings on self-doubt about basic skill competencies, and on what appear to be gender-schema…

Reports on three experiments designed to investigate K. Goodman's finding that children read words better in context than in isolation. Concludes that Goodman was wrong about the effects of context on word recognition, and that what seems to separate good from poor readers is the ability to decode words independently of context. (FL)

Describes the results of a remedial program provided to an adult subject who had incurred aphasia and alexia as a result of a series of strokes. (FL)

Indicates that students who received organizational instruction wrote better summaries than did students who received traditional instruction. (FL)

Reveals that Puerto Rican students recently arrived in the United States who participated in a bilingual reading program in Spanish and English performed significantly better than did similar students who did not participate in the program. (FL)

A study conducted with 20 good and 20 poor first-grade readers suggested that the ability to induce grapheme-phoneme relationships was much more strongly related to reading ability than was receptive vocabulary. Good readers appeared to apply a principled solution to a word-learning task, while poor readers used an associative solution. (Author/GT)

Reports that sixth- and seventh-grade average readers performed better than below average readers on inferential and multiple choice questions on two of three passages read but that there were no differences for factual questions. Also reports that there were no effects for question placement on any passage. (GT)

Discusses the need for assessing and remediating three strategic-text behaviors: (1) recognition of text organizational patterns, (2) use of text lookbacks, and (3) the location of important text information. Develops a diagnostic rational using current research findings, and presents assessment procedures and instructional strategies based on a…

Supports findings from earlier research showing that older students are more aware of organizational structure, more precise in assessing information, and better able to deal with logical relationships than are younger students. (FL)

Concludes that, at the beginning of their school careers, children are quite different as far as reading and writing are concerned, and that there are certain universal prerequisites to reading and writing that may be termed "metalinguistic skills." (FL)

Examines differences in secondary students' vocabulary learning from original and revised contextual information. Finds that the revised passages generated significantly higher scores for both ability groups on the definition and importance measures but not on the indication of knowledge measure. (MG)

Indicates that segmentation significantly aided the comprehension of narrative and expository materials for hearing impaired students who read at a second-grade level. (NKA)

Concludes that underachieving readers appeared to make significantly less use of the phonemic, graphic, and grammatical features of text when providing miscue responses to cohesive items than they did when making miscue responses to the text as a whole. In addition, they often lost the meaning relationships conveyed by the text when providing…

Reports on two studies that examined differences in the processing strategies of beginning readers, as indicated by an analysis of oral reading errors. (FL)