An investigation was conducted to identify and compare the reasoning strategies used by above-average and average readers in reading comprehension. Findings indicated that both groups used various types of reasoning strategies in comprehension, but that there were significant quantitative differences between the groups in application and success…

Compared to 92 low-achieving and high-achieving students, 46 intermediate grade learning-disabled students wrote compositions, wrote summaries, and produced comprehension recalls that were less organized and contained fewer ideas. Interviews indicated that learning-disabled students possessed less knowledge about processes related to…

Presents a dynamic reading assessment procedure (DAP). Argues that the procedure is particularly valuable for use with at-risk learners because both cognitive and affective variables are assessed. Notes that the readers' strategy use and knowledge, as well as their adaptability and attitude toward reading instruction, can be determined. (RS)

Forty normal readers and 50 dyslexic children (age 9-14) were matched on reading level and intelligence quotient and tested. Analysis revealed 3 major subgroups: specific deficit in phonological processing of print (52 percent), deficits in processing both the phonological and orthographic features of printed words (24 percent), and phonological…

Four experiments tested the self-teaching hypothesis of word learning. Findings indicated that: (1) minimizing phonological processing significantly attenuated orthographic learning; (2) reduced orthographic learning was not attributable to alternative factors; and (3) contribution of pure visual exposure to orthographic learning is marginal. It…

The typical college student is unable to deeply comprehend what he or she reads. Most students have few, if any, intellectual tools that would enable them to read deeply, and then apply what they have read. The "Critical Thinking and the Art of Close Reading" series (which includes this column and the past three columns) focuses on some of the…

Two hundred sixty-seven 10- to 14-year-old Dutch children with dyslexia were randomly assigned to one of two samples that received a treatment for reading and spelling difficulties. The treatment was computer-based and focused on learning to recognise and use the phonological and morphological structure of Dutch words. The inferential algorithmic…

Two experiments investigated individual differences in semantic recall of expository text. In the first experiment, fourth grade students of superior and average ability read and recalled a prose passage that had been analyzed for its semantic and logical content with a content structure grammar. Unlike past research results, the superior…

PROJECT LITERACY IS A GROUP OF COOPERATING RESEARCHERS WHO PLAN THEIR RESEARCH TOGETHER AND MAKE THEIR FINDINGS RAPIDLY AVAILABLE FOR SMALL-SCALE TRYOUTS. IN THIS WAY, ADVANCES BOTH IN BASIC EDUCATIONAL RESEARCH AND EDUCATIONAL PRACTICE CAN BE PROMOTED. THE FOLLOWING ASSUMPTIONS HAVE GUIDED A GROUP OF RESEARCHERS AT CORNELL--READING INVOLVES…

This study attempted to assess the relationship between misreading of high-frequency words and utilization of semantic and syntactic cue systems. A 250-word passage from a second-grade basal reader was altered in two ways: in one condition, the sentences were randomly ordered, and, in the other, the words were randomly ordered. Twenty-four fourth…

The first section of this two-part collection of articles contains six papers and their discussions read at a symposium on Theoretical Models and Processes of Reading. The papers cover the linguistic, perceptual, and cognitive components involved in reading. The models attempt to integrate the variables that influence the perception, recognition,…

The primary goal of the conference panel on modeling the reading process was to prepare a programatically related set of suggestions which could lead to a clearer account of reading and to an ability to pose successively better research questions. This panel report contains sections on the development of a model for word recognition during…

A review of research on factors involved in general reading ability and reading in the content areas is presented. In the primary grades, reading comprehension appears to be a specific factor dependent on instructional conditions. During the intermediate grades, common factors emerge and tend to integrate at a more central response level and…

The aim of this study was to test a hypothesis derived from the Cognitive Clarity Theory which compares Indian and non-Indian children in two localities of British Columbia. It was hypothesized that, in comparison with Indian children, the non-Indian children would show significantly superior performance on objective tests of cognitive clarity in…

This book is a compilation of selected papers on comprehension and critical reading that have appeared in the annual "Proceedings in Invitational Addresses, 1965," or have been published in the journals of the International Reading Association. The articles have been grouped under several headings: (1) the nature of comprehension in reading; (2)…