Addresses life-span developmental relations between naming and reading speed. Finds word-reading speed and naming speeds of colors and pictures increased into mature adulthood, but for letter and number naming, asymptotes were reached at around 16 years of age. Supports the theory that describes reading recognition development as a domain-specific…

A brief review of reading research studies is presented, and the need for unifying reading theories is discussed. It is noted that speed training, comprehension skills, and vocabulary development compose the main areas of reading research and that most of the studies are taxonomic and do not give accurate explanations or allow for predictions and…

First and second graders were taught to recognize a set of written words either more accurately or more rapidly. Both before and after word training, they named pictures printed with and without these words as distractors. Of interest was whether training would enhance or diminish the interference created by these words in the picture naming task.…

Improving employee reading skills requires attention to three elements: speed, accuracy, and comprehension. Reading efficiency can be enhanced by teaching various styles: surveying, skimming, scanning, intensive reading, and critical reading. (SK)

A preliminary study is reported which attempted to define gifted rapid readers, authenticate the performances of three subjects who were designated as gifted rapid readers, and explore the relationship of a subject's ability to perceive print eidetically and to read and/or skim. Volunteer subjects were a 15-year-old girl from the Philippines, a…

An integral dimension in the concept of flexible efficient reading is the process of skimming, which is defined as the reading behavior in which information is processed without looking at all or most of the words in continuous printed discourse. Measurement of flexible reading efficiency presents problems which revolve around four major issues.…

In three experiments, a procedure was developed to examine the influence of the unattended line on memory for the words in attended lines in selective reading. (Author/KM)

Points up the importance of encoding time to the global act of reading. (AEA)

Forty adults served as subjects in a study of the comprehensibility of instructions conditioned by multicategory compounds, such as "If you are male, or both married and not employed, go to question 3." The stimulus materials were 96 sentence frames of the form, "If you are X, press (button) Y," in which "X" was…

Reading as thinking, the key to reading maturity, flexibility, and efficiency, is dependent upon the reader's purposes and his repertory of reading skills. Instruction should begin with the teacher's evaluation of the reader's functioning skill level, his psychological characteristics, and the nature and quality of his stored information. Skillful…

Research methodology on reading improvement should focus on the processing of stimuli and experience of content rather than on simple models of reading using eye movement, silent speech, perceptual span, reading ability and visual ability as explanatory concepts. (MKM)

Part of a section, "4 Reading Techniques that Work.

Examines strategy use of biliterate third- and fourth-grade readers reading in Spanish and in English. Finds that students reported the same number and same type of strategies whether reading in Spanish or English; reading times and gist recall on the retellings did not differ for the two languages; and strategy use was related to comprehension.…

Investigates whether asynchrony of speed of processing between visual-orthographic and auditory-phonological modalities can account for word recognition deficits among dyslexic readers. Indicates that dyslexic readers were slower than control readers in most of the experimental tasks. Proposes a theory suggesting that asynchrony between the…

This study of the reading of text found that despite their lower reading speed on a reading-comprehension task, the children with low vision comprehended texts at least as well as did the sighted children. Children with low vision need more time to read and comprehend a text, but they seem to use this time with enough efficiency to process the…