This study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state…

In the present study, 81 fifth grade and 82 eighth grade children completed a continuous lexical decision priming task that examined their reading times for evidence of sensitivity to the morphological structure of words during reading. A lexical decision task measured students' response times to target words preceded by a prime (which children…

Finds that Japanese fifth graders' naming speed was a good indicator of the automaticity of the lexical access for both syllabaries and morphograms, but that skilled/less-skilled differences in vocalization latencies were greater for real words than for pseudowords for both hiragana and kanji. Discusses the applicability of C. A. Perfetti's verbal…

Reports that although the traditional domain of developmental lag models has been dyslexia, this type of model is actually more helpful as an aid to understanding the normal achievement variations found among nondyslexic children. (FL)

The process of acquiring word meaning from context was investigated for high- and low-ability fifth-grade children. Findings demonstrated characteristics of processing that differentiate successful and less successful acquisition and underscore the complexity of the meaning-acquisition process. (HOD)