The purpose of this study was to determine the part of a word upon which first and fifth graders depend most in word recognition and to determine whether any change occurs between grades one and five. Fifty-six first grade students and sixty-three fifth graders were tested. The children individually read sixty words from flash cards presented by…

A sample of 80 first- and second-grade children selected to represent four levels of reading competence were tested in their recognition of semantic, syntactic, and lexical change in sentences previously decoded during prose reading. (JMB)

Outlines how contemporary reading theorists conceptualize reading fluency, discussing why it is a good indicator of reading process efficiency. Suggests ways to foster development of reading fluency. Children must acquire the automatic word and phrase processing that enables fluent reading and lets them allocate cognitive capacity to…

The study summarized in this book was an intensive, detailed analysis of young fluent readers, their strengths, and the weaknesses in spite of which they learned to read early and fluently. Specifically, the study investigated two aspects of learning to read: the extent to which certain characteristics may appear crucial because of the particular…

Explores children's ability to segment utterances into syllables and phonemes, and their skills in the recall of sentences of low and high complexity. (HOD)

Collected together in this volume are the background papers for the National Advisory Committee on Dyslexia and Related Reading Disorders. Papers include "The Nature of the Reading Process"; "Bases of Classification of Reading Disorders"; "Sex Differences in Reading Disability"; "Dyslexia: Neurological and Genetic Etiology"; "Dyslexia and Its…

Investigates the effect of two repeated reading procedures on second grade transitional readers' oral reading performance with practiced and unpracticed passages. Found that reading rate, accuracy, comprehension and prosodic reading were significantly improved by repeated reading practice, regardless of training procedure employed. (SKC)

The first of a series providing reviews, syntheses (empirical and rhetorical), and reports of reading research, the chapters in this volume treat the question, "What does a child have to know (or be able to do) in order to learn to read?" The book begins with an in-depth logical analysis in historical perspective of the concept of reading…

The "back to basics" movement raises questions regarding the nature of reading that is assumed in instruction and testing. Of the three definitions of reading (decoding, meaning-from-page, and intellectual processes) the latter view, which sees reading as a broad range of perceptual, associative, and cognitive elements, is preferred. The…

Focusing on research about children's acquisition of reading and spelling skills, this paper discusses the larger picture of reading acquisition, issues addressed by research, and results of this research. The paper cites numerous studies on the subject, including studies on whether environmental print experiences enable young children to process…

Intended to provide a publication outlet for systematic and substantive reviews and syntheses, both empirical and theoretical, and for integrative reports of programatic research, this volume focuses on what children learn when learning to read, and how this learning can be facilitated. The first chapter of the volume offers an analysis of writing…

This report gives a history of the 1979-80 segment of a continuing project that is designed to provide a theoretically based description of children's transition from prereading to reading, along with tools that teachers may use to assess children's emerging literacy abilities. The first chapter provides an introduction to the project, while the…