Results from 197 elementary school students (97 males and 100 females) aged 6, 7, and 8 years from New Zealand suggest that only poor and younger average readers clearly read better in context than in lists. Good readers, even when younger, seem to be less reliant on context clues. (SLD)

The present work examined the influence of topic interest on the strength of different components of text representation and long-term retention according to the model of text processing by van Dijk and Kintsch (1983). A Series of relevant personality characteristics were assessed to control for alternative explanations of interest effect, A total…

A study examined the relationship of multiple measures of reading and writing at the second and fifth grade levels. Multiple reading tests (measuring vocabulary, word recognition, sentence comprehension, and passage comprehension) and writing tests (evaluating vocabulary diversity and syntactic complexity, and providing qualitative and…

A study examined how word recognition automaticity develops and its relationship to the acquisition of comprehension skill. Two different methods for teaching reading were used: (1) a global method using the Houghton Mifflin basal reading program, and (2) a code method using the New Reading System, which emphasizes word decoding skills along with…

The second volume of this final report of a large study which detailed the day-to-day working of, and student response to, two philosophically different approaches to reading readiness as they were used in six Philadelphia kindergartens reports on the "traditional" approach. The background section distinguishes the traditional approach by its use…

This book organizes the subject of reading disability under the following headings: basic considerations, diagnosis, and treatment. Chapters under the basic-considerations heading explore the causes and neurological and psychological bases of reading disability and psychotherapeutic principles in remedial reading instruction. Two chapters…

Information is provided concerning the reading performance of North Dakota students and is reported as the percentage of correct responses for each objective. Students in grades 4, 8, and 11 in North Dakota's public and private schools were assessed. Information about basic reading objectives was collected in order to evaluate their relationship…

A CURRICULUM GUIDE TO REMEDIAL READING FOR GRADES 3-12 PREPARED BY THE INDIANA STATE COMMITTEE ON READING IS PRESENTED. EIGHT MAJOR AREAS ARE DISCUSSED IN THE GUIDE--(1) THE PURPOSE OF THE REMEDIAL PROGRAM AND ITS RELATIONSHIP TO OTHER PROGRAMS, (2) THE ORGANIZATION OF THE SUMMER REMEDIAL READING PROGRAM, (3) THE DIAGNOSTIC PROCEDURES IN REMEDIAL…

This packet contains portions of each component of a reading program designed to teach basic skills to children in grades one through six and to foster their enjoyment of literature. Various sections of the packet contain behavioral objectives for the skill areas of phonetic analysis, structural analysis, word meaning, comprehension, and word…

ONE HUNDRED FORTY-TWO GAMES AND LEARNING ACTIVITIES FOR TEACHING REMEDIAL READING SKILLS ARE COMPILED IN THE AREAS OF PHONICS, FUNCTIONAL SKILLS, STRUCTURAL ELEMENTS, BLENDING, COMPREHENSION, FLUENCY AND RATE, AND WORD RECOGNITION. GAME PROCEDURES, MATERIALS NEEDED, AND DIRECTIONS FOR SIMPLE CONSTRUCTION ARE GIVEN. READILY AVAILABLE OR SIMPLY MADE…

During the first year of the program, 27 individual projects enrolling approximately 20,000 first-grade pupils were involved. Fifteen of these projects participated in a second-grade followup study. Some conclusions based on an analysis of data are (1) that prereading knowledge of letter names is the best single predictor of reading achievement in…

A series of articles with the chief emphasis on phonics as a means of analyzing words is presented. Various articles pertain to elementary, secondary, and college level instruction. The first of the five parts into which the volume is divided is comprised of a single article which gives an excellent overview of the field of word recognition. Part…

As the result of an analysis and synthesis of reading comprehension skills studies, it was suggested that teachers attempt to simplify comprehension questions by recognizing two basic types: literal and nonliteral. It was noted that a student's success in obtaining meaning depends on (1) his competency in determining word meaning, (2) his…

Four Intensive Reading Instructional Teams (IRITs) consisting of a reading consultant, two master teachers, and a clerk typist provided intensive compensatory reading instruction for more than 500 Hartford third, fourth, and fifth grade students during the 1971-72 school year. The approach of the IRITs was geared to the concept of individualized…

Discusses recognition of cognates used in teaching materials prepared by the English for Specific Purposes Project for academic courses. Presents suggestions based on theoretical considerations of cognate recognition. Examines, by way of protocol studies, how foreign students of English make use of cognate recognition. Suggests that strategies for…