This paper discusses a study designed to evaluate the use of semantic and syntactic expectations in reading. Sixteen college-student subjects, measured for reading proficiency by the Nelson-Denny Reading Test, were divided equally into a fast-reading group (350-450 words per minute) and an average-speed reading group (200-275 words per minute).…

Tested whether a relationship existed between the method of presentation of statistical data and (1) reader retention, (2) reader reaction, and (3) reading time. Found that reader retention was highest for reports with tables; reader reaction was most favorable for reports with graphs; and reading time was shortest for reports with tables. (PD)

A model of the decoding process as utilized in silent reading on the college level was reported. The model was conceptualized as a pyramid, whose apex represented silent reading comprehension. The body of the total reading model rested on the foundations of basic reading skills and higher-level reading skills which were followed by tentative…

Presents a fully incremental model that accounts for attachment preferences by the linear order of lexical heads in the surface structure and their thematic properties. Discusses the principle of "parameterised head attachment" and a serial variant on the basis of three online experiments on noun phrase and prepositional phrase…

The papers in this volume were presented at the Fifth Annual Conference of the Western College Reading Association. Some of the titles of the papers are: "Reading/Study Skills Programs in Washington's Community Colleges: A Survey"; "The Pygmalion Plan"; "The Intermix Technique for Developing Study Skills"; "Reinforced Study"; "The Relationship of…

Investigates the effects of repeated readings of a passage in a foreign language (English) on the ability of slow beginning readers at a Japanese university to increase their oral and silent reading rates. Results indicate that, for practice passages, silent reading rates increased significantly. This transfer of practice effects to a new passage…

Presents a model reading lab design for advanced English for Academic Purposes students and describes the four major instructional components of the lab as well as the logistics of running a lab. (44 references) (Author/CK)

Reading instruction for the college student learning a second language should begin by establishing symbol-sound-meaning association. The step from speech to reading could best be made at the structural level. The emphasis at this point should be on sentence structure and the student should be taught to develop the ability to interpret the…

Results from research with eye movement photography (EMP) are discussed with a view to defining differences between native-speaker and non-native reading processes. The greatest contrast is in terms of the duration of eye fixations; non-native speakers at the college level require about as much time for a fixation as an average native-speaker at…

This article discusses Japanese students' difficulties in reading English, overviews some of the problems of college English textbooks, presents the results of research on the subject, and discusses characteristics of measures of readability. Teaching methods that have proven effective with Japanese students and activities for engaging students in…

A thirty-hour skills-based reading program was designed for beginning-level ESL (English as a second language) students in the intensive English language program at Boston University. Reading was included as an essential component in the low-level college-preparatory ESL class for several reasons: (1) reading instruction and practice begin to…

The problems encountered by native Japanese-speakers in reading English as a second language are examined. The available literature on the subject as well as firsthand experiences in teaching English, developing reading materials, and conducting research projects are discussed. The discussion focuses on five major areas: the reading process; the…