A variety of techniques for improving readers' analysis-by-synthesis abilities (rapid, efficient reading typical of highly skilled readers) are presented in this paper. The techniques discussed in the first part emphasize improving reading comprehension and include the following: (1) modifications of the cloze procedure (encouraging readers to use…

A comparative analysis of the oral reading miscues of 20 average and above-average readers entering sixth grade was made in relation to syntax, semantics, and patterns of comprehension and grammatical relationships. Miscues generated while reading passages in science, social studies, mathematics, and literature were analyzed, and the relationship…

A project was organized to understand and identify basic variations in reading ability by its information processing components. Focusing on three major processing levels in reading--word analysis, discourse analysis, and integration of word/discourse analysis--preliminary research identified perceptual and cognitive skill components of reading…

To develop a theoretical model of the reading process of the deaf, a study was devised that tested the viability of the Goodman reading model applied to sign language and evaluated a variety of comprehension-assessing techniques to identify those that provide the most information about a deaf reader's comprehension. For the study, four deaf…

SEVERAL DEVELOPMENTAL HYPOTHESES DRAWN FROM THE SUBSTRATA-FACTOR THEORY OF READING WERE TESTED AT THE ELEMENTARY SCHOOL LEVEL. TO ELABORATE ON THEORETICAL ASSERTIONS THAT READING ABILITY IS AN AUDIOVISUAL PROCESSING SKILL OF SYMBOLIC REASONING, THE SUBSTRATA FACTORS ACCOMPANYING DEVELOPMENT OF SPEED AND POWER OF READING WERE DEPICTED IN…

Two studies investigated the use of graphic and contextual information in word recognition, and the extent to which good and poor fourth grade readers were flexible in their ability to trade off one type of information for another as situations warranted. The subjects orally read stories containing ten altered words, with a single letter…

This report describes the rationale and procedures for a series of studies related to reading tasks and reading texts. Children's reading tasks are examined in five strands of investigation: ability to read for meaning, ability to read for doing, ability to read for remembering, comprehension difficulties in skilled readers, and classroom…

It is difficult to account for the real and easily measured differences in verbal competence. Differential psychologists investigate basic traits from which observed behavior is thought to be generated, but if thinking is viewed as a problem in information handling, research will more profitably focus on the relationship between behavior in…

This study examined the ability of junior high school students to use advance information when making semantic category decisions. The subjects, eight good readers and eight poor readers, identified paired words as "same" or "different" in category, with some words more highly associated with the category than others--in the "fruit" category, for…

Through a descriptive analysis of the oral reading behavior of three groups of readers, this study compared the oral reading behavior of proficient readers with that of readers who use less effective reading strategies. The subjects were five proficient second grade readers, five weak sixth grade readers and five highly proficient sixth grade…

Subject-area teachers are not expected to be reading experts, but they can help students overcome reading difficulties. Students often fail to meet the subject-matter demands due to lack of purpose in reading content, unfamiliarity with technical vocabulary, and the heavy concept load and idea density in the material. Teachers can use reading…

Concludes that young children of varying abilities, given an opportunity to experience reading as a visual and a thought process, take a more active role in their own learning. (FL)

Employs a well-developed information-processing task to assess the nature of the representation and activitation of letters and geometrical figures and the changes that occur with reading development. (FL)

This examination of the reading processes of 36 fifth graders focused on the reader's attempts to gain meaning from three content passages using syntactic and semantic cue systems. The reading strategies of high, average, and low ability readers appeared not to vary with content. Prior knowledge and interest influenced comprehension. (Author/BS)