This paper explores and discusses the concept of reading comprehension from two major perspectives. One perspective is based on the theory that reading comprehension constitutes a pattern of skills. The other perspective is based on a psycholinguistic view of reading: reading as a language process. Strategies for gaining comprehension during…

This collection of essays is a companion volume to "The Reading Curriculum," both of which have been prepared for a post-experience course in reading development taught at The Open University at the University of London. While the intention is to provide British students with background for a course in the teaching of reading, a number of the…

The purpose of this study was to compare the reading ability and attitudes toward reading of students who have received instruction in reading in the Learning Dynamics Institute (LDI) program with students who have received instruction in reading in the Reading Clinic of Intermountain School. Two groups of 150 students were matched according to…

Examines the reading and writing concepts of two groups of low literate adults (prisoners and adults in mainstream society). Finds that both groups possess a restricted view of literacy, viewing reading as a decoding task and writing as a handwriting and spelling activity. (MM)

Documents large differences in the reading of function and content words and how these differences change with development. (FL)

Notes that there are things that are at least as important as reading: speech itself, productivity, expressiveness, and social development. (Author)

Results suggested that the ability to manipulate the phonetic components of the spoken language has an important bearing on the development of reading skill. (Authors)

Reviews recent research on eye movements and skilled silent reading and notes the new emphasis on providing insight into the comprehension process. (MKM)

Rejects the belief that teaching music reading affects the teaching of language reading. Article is a further extension of the research provided by Ruth Zinar on the connection between the two (EJ 147 534). (Editor/RK)

Examines syntactic, semantic and grapho-phonic miscues made by early readers of varying ability. Finds that (1) passage complexity affects use of syntactic and semantic cues; (2) high and above average students' miscue quality deteriorates as text complexity increases; and (3) higher word recognition scores relate to effective use of grapho-phonic…

Reading-disabled and nondisabled 8-10 year olds and 14-16 year olds indicated instances of recurrence in lists of words and pseudowords that contained repeats, rhymes, near rhymes, and semantically related pairs. Poor readers relied on semantic connections and good readers relied on phonological connections. (ME)

Compared to controls, adults (n=102) who reported a history of difficulties in learning to read were disabled in phonological coding, but less disabled in reading comprehension. Adults with poor phonological coding skills had basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness,…

This study of 30 gifted and 30 average secondary level readers assessed their reading processing strategies using think-aloud protocols. Gifted readers used such strategies as rereading, inferring, evaluating, predicting, and relating to content area, whereas average readers exhibited word pronouncing concern and inaccurate summarizing.…

Examines students for the effects of grade level and recall task type on children's memory for explicit, implicit, and metaphorical information following reading. Finds that fifth graders fare better than second graders and the cued condition exceeds free recall. Finds that second graders engage in metaphorical reasoning when the task is…