The ability to use sequential constraints in recognizing letters in three-letter words flashed on a screen at low contrast thresholds and the relationship of this ability to grade level and reading achievement were investigated. Eighty subjects were randomly selected, 20 each from grades 1 through 4. Ten adults were also tested for comparison with…

This paper is a summary of research on the perceptual and memory processes related to reading, their developmental progress in children, and the reading abilities in adults. Reported among the results of the various studies are the following: (1) developmental changes in reading after second grade primarily improve speed of coding, (2) reading…

Phonological coding in printed-word recognition in English was studied by examining the use made of syllable information by skilled and less skilled readers in the second grade and by adults. The results are discussed in terms of an interactive model of reading. (Author/PN)

This 5-year study compared 204 first graders, 60 poor reading third graders, and 105 adults who had been evaluated for reading problems in childhood. Results suggest that attention deficit disorder has no impact on the development of word identification skills but does affect long-term educational outcomes. Phonological decoding and rapid naming…

Gives advanced and novice readers in grade one and older disabled readers nonword reading and spelling tasks. Finds that disabled readers read as many nonwords and spelled as many words as beginning readers, indicating equivalent alphabetic knowledge. Finds that disabled readers took significantly more trials to read 16 target words, indicating…

Children and adults participated in a series of experiments to examine certain cues to surface constituency that are salient to children in the recognition of syntactic structure. Cue recognition was studied through a set of experiments requiring seven-year-old children to repeat certain syntactic constituents. It was found that the children could…