Elaborates on the importance of grammar instruction, especially to speakers of nonstandard dialects who, with an understanding of the grammar of standard usage, will be able to read and thus to educate themselves outside the classroom. (JM)

The primary research question in this study was whether good and poor readers differ in their use of orthographic and contextual information available in printed text. (HOD)

Describes study which questioned theories of skill hierarchies in reading and states that it cannot be assumed either that the transfer of one skill in literacy is made to another skill or that a transfer is made to other "real life" reading situations. (JM)

Matched groups of normal and retarded readers were required to perform same/difference judgments in which the interval between standard and comparison stimuli was either 0, 1, or 6 seconds. (BRT)

Study of parents' and teachers' attitudes toward children's reading ability showed that actual reading performance is more important than letter grades and standardized test scores. (JM)

Discusses five research areas offering guidance to people concerned about teaching problem solving in elementary schools. Areas are (1) components of problem difficulty; (2) the contribution of reading difficulties to problem-solving deficiencies; (3) characteristics of successful problem solvers; (4) children's use of problem-solving techniques…

This study investigated children's profiles on four constructs fundamental to areas of children's early literacy acquisition: auditory processing, crystallized ability, processing speed, and short-term memory. These areas were measured using six tests: Memory for Sentences, Visual Matching, Incomplete Words, Sound Blending, Oral Vocabulary, and…

Argues that differences in instruction influence differences in students' reading abilities as much as do variations in individual learning styles or aptitudes. Suggests ideas for enhancing instruction of poor readers. (RH)

Miscue analysis patterns of second, fourth, and sixth grade students of high and low reading ability show that miscues acceptable in context increase by grade level and ability. (CJ)

Investigates the use of graphic and contextual information by average and below-average readers when reading with equal rates of miscues. (HOD)

Discusses the dependency relation between oral language and reading in bilingual children. Based on a review of literature, proposes a model of monolingual versus bilingual reading and presents the results of an experiment designed to test the model on Chinese speaking students. (Author/GC)

Three experiments were conducted that studied the effect on comprehension of words containing more than one meaning. When children were asked to choose appropriate word meanings by reading sentences that provided "disambiguating" clues, they did not effectively identify from context the less common or secondary meanings of words. (MKM)

The effect of orthographic structure on the word search performance of good and poor third-grade readers is examined. (MP)

In three experiments on the effects of word imagery, length, and frequency on reading difficulty, high-frequency words were found to be easier to read for both good and poor readers. High-imagery words were easier to read for poor readers only. Word length had little effect on reading difficulty for either group. (Author/MV)

Notes that poor readers are known to do consistently worse than their normal reading peers on tasks of phonological processing. Discusses an increasing body of evidence, which points to deficits in speech perception as a source of subtle, but ramifying effects in reading impaired children and adults. Explains poor readers' difficulties in…