To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical…

Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the…

Reading competence is one of the main gateways to learning and serves as the foundation for nearly all academic subjects, but reading is not a natural skill. For beginning and struggling readers, the process of learning to read is often fraught with frustration. Thus, abilities to manage affect or emotions and maintain attention or focus (i.e.…

Issues related to research on children's eye movements during reading are discussed. Specifically, the following topics are addressed: (1) basic methodological issues, (2) prior research findings on children's reading, (3) research that is missing in the literature regarding children's eye movements during reading, (4) applied…

In a qualitative meta-analysis , the researchers systematically reviewed qualitative and quantitative meta-analyses on reading research with PK-12 students published after the 2000 National Reading Panel (NRP) report. Eleven qualitative and 39 quantitative meta-analyses were reviewed examining reading research with typically developing hearing…

The acknowledgement that educational achievement is highly dependent on successful reading development has led to extensive research on its underlying factors. A strong argument has been made for a causal relationship between reading and phoneme awareness; similarly, causal relations have been suggested for reading with short-term memory and rhyme…

The aim of this study was to investigate gender differences in the relationship between reading ability, frequency of reading and attitudes and beliefs relating to reading and school. Two hundred and thirty-two 10-year-old children (117 male) completed a reading comprehension test and a questionnaire exploring the following areas: frequency of…

This article assesses the state of the literature on word-attack skills and phonological awareness (PA) in individuals with mental retardation, in light of progress towards the development of effective teaching procedures. The literature contains promising findings. Studies have shown PA to be correlated with word-attack skills in individuals with…

Reports that children do employ semantic/syntactic linkages in comprehending text, but not so early as expected. (DD)

This research review looks at whether learning to read is different for children and adults and the emphases of top-down, bottom-up, and connectionist views of skilled reading. Concludes that phonological awareness is an important part of skilled reading. (SK)

Describes several studies using television and television technology to assist in teaching reading and reading skills. (JMF)

Two reading experiments demonstrated that 11-year-old children were more likely than 8-year-old children to identify textual anomalies. Results also indicated that an age change in comprehension monitoring need not be contingent upon a parallel age change in constructive processing as indexed by modulation of reading rate. (Author/DB)

Compares several reading models for disadvantaged kindergarten children from rural areas, concluding that there was a significant transfer effect utilizing the part and whole word approach but there were no significant differences between sexes with any method. (RB)

Details a study of the reading development of seven- and nine-year-old deaf children. Concludes that the children progressed satisfactorily in the early stages of reading but had not attained the ability to extract meaning from sentences by age nine. (FL)

Children's understanding and use of anaphora and cohesive ties in comprehending text were studied by using selected school texts that had a number of cohesive ties deleted. It was hypothesized that the replacement of the deleted ties would indicate that the text within the location of a specific tie had been successfully read and understood.…