Examines the connections between oral reading abilities and spelling behaviors of third- and fifth-grade students. Confirms a strong relationship between spelling skill and oral reading ability, supporting the argument that a common body of conceptual word knowledge underlies both. (RS)

Discusses Piaget's notion of intelligence, characteristics of formal operational thought, and the relationship between formal thought and reading ability. (HOD)

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

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