Reports on a study in which ninth-grade students of differing reading ability were asked to paraphrase a section of text. Indicates that a major difference among reader ability groups was in the number of inferences they made in the paraphrasing task. (HTH)

Investigates increased use of metacognition (i.e., monitoring comprehension, developing expectations, learning information sampling strategies) as reading ability develops among sixth-, seventh-, and eighth-grade pupils and high school students. (Author/RH)

This article discusses the role of phonological and morphological processing in learning to read and spell. Studies on the effect of morphological processing on reading and spelling are outlined. It is suggested that the trend is toward a cross-linguistic framework and studies of psycholinguistic and neurocognitive levels of reading processes.…

The complex interactions between picture, text, and learner are examined, based on a 3-D model which describes the context of the learning task. The different strategies that children of various ability levels use in reading from illustrated texts are described. (KR)

Since E.L. Thorndike's landmark 1917 study of the complexity of reading comprehension, inferential research has generally focused on either inference as a developmental process or the nature of inferences made during reading. In his 1930 study, R. W. Tyler established that inference could be objectively measured. S. G. Paris conducted several…

A study was conducted for additional support of the view that bridging--drawing inferences to relate a sentence to a preceding sentence--occurs during reading rather than at the time of testing. Subjects were 88 third and 67 fifth grade students whose reading proficiency was measured by performance on the Metropolitan Achievement Test. The…

There are at least two kinds of phonetic knowledge: phoneme synthesis and analytic knowledge. In phoneme synthesis a person demonstrates phonetic knowledge by being able to assemble segments into larger units. With analytic knowledge one knows that syllables or words are analyzable into constituent segments. One type of knowledge enables learning…

A study investigated the relationship between high and low reading ability and the study techniques of reading, the usual method of note taking, and student-generated paragraph summaries on the six levels of cognitive learning from textual material as measured by Bloom's "Taxonomy." Subjects, 84 college students enrolled in an…

The effect of reading practice upon reading ability was investigated in three separate studies, with six high school students in each study. Each student was given 50 to 70 hours of individualized instruction on a PLATO IV computer terminal. Half of the students in each study were selected on the basis of high scores on the Raven Progressive…

The purpose of this study was to investigate the relationship between field articulation and reading achievement at the end of grade one, and to investigate the effect on the pupil's reading achievement of the field articulation of the classroom teacher. The sample of pupils was drawn from eight first grade classrooms of female teachers. The…

The major purpose of this study was to provide insights into some of the reasoning strategies that may be used by students in obtaining meaning from the printed page. The study was designed to collect and analyze the verbal protocols of 11 seventh grade students involved in introspection as they responded to standardized measures of reading…

Through the meaningful interpretation of sensory data and a background in language experiences, an individual can build more effective knowledge structures. With more effective knowledge structures, one can react more discriminatingly to the written and printed word. Sound knowledge structures involve not only the ability to organize and…

Prompted by Piaget's suggestion that there might be qualitative differences in the thinking processes of children who read well as compared with those who read poorly, this study investigated the mental operations of multiple classification and class inclusion as possible characteristics required for a child to abstract and modify efficient…

The preliterate child must acquire from reading instruction at least the following skills: (a) appropriate scanning behavior, (b) letter and word recognition, (c) letter-sound generalizations, and (d) comprehension of written materials, at least to the degree that the reader can comprehend the same message when received aurally. Almost all modern…