Recent studies have accumulated to suggest that children, akin to adults, exhibit a processing advantage for formulaic language (e.g. "save energy") over novel language (e.g. "sell energy"), as well as sensitivity to phrase frequencies. The majority of these studies are based on formulaic sequences in their canonical form. In…

A STUDY DESIGNED TO DETERMINE THE EFFECT ON CLASS PERFORMANCE OF VERBAL CUES ADMINISTERED AS PUPILS WORKED ON A GROUP READING TEST WAS CONDUCTED. THE SUBJECTS WERE PUPILS IN 18 SECOND-GRADE CLASSES AND 18 THIRD-GRADE CLASSES TO WHICH 36 FEMALE STUDENT TEACHERS WERE ASSIGNED. THE TASKS WERE TWO SUBTESTS OF THE "NEW DEVELOPMENTAL READING…

A study examined the relative effectiveness of repeated readings and listening-while-reading in promoting reading fluency. Subjects, 20 third grade students in a community in the southeastern United States, of high, average, and low reading levels, had their reading fluency measured in two cycles: subjects who repeatedly read a passage in the…

Determines grade-level reading rates for third- and fifth-grade students as well as reading rates that correspond to independent, instructional, and frustration reading levels as determined through informal reading-inventory procedures. Suggests that availability of reading-level-rate norms can assist reading diagnosticians in evaluating the…

Studies the hypothesized independence of phonological awareness and naming-speed variables in predicting variance in three aspects of reading performance. Indicates that phonological measures contribute more of the variance to those aspects of reading skill that involve decoding or word attack skills; naming-speed measures contribute more to…

Establishes a suitable composite index which combines speed and accuracy in the measurement of decoding skill. Examines whether speed acts as a confounding factor in the measurement of decoding ability. Sees whether familiarity with the word acts as a confounding factor in the assessment of spelling skills. Indicates that including word-naming…

A study investigated the effect of repeated readings of the same connected text on students' attitude toward reading and their reading fluency, determined by accuracy and speed. Forty-two subjects (25 second-grade and 17 third-grade students) from 2 self-contained classrooms in rural Ohio participated in the study. The pretest-posttest control…

A study sought to create and pilot a reasonable method for estimating reading rate by grade level and level of reading proficiency within grade level, and to identify reasonable estimates of reading rate at independent, instructional, and frustration levels of reading. Data were elicited from 66 third grade and 64 fifth grade students attending…

THE DEVELOPMENTAL HYPOTHESIS OF THE SUBSTRATA-FACTOR THEORY WAS TESTED BY DETERMINING WHETHER SUBSTRATA FACTORS AT SUCCESSIVELY HIGHER GRADE LEVELS HAVE SYSTEMATIC CHANGES IN MAGNITUDE AND/OR ORGANIZATIONAL POSITION. A BATTERY OF TESTS WAS ADMINISTERED TO 927 STUDENTS IN GRADES 3 THROUGH 6 FROM 6 SCHOOLS IN CALIFORNIA. THE TESTS MEASURED MENTAL…

This study investigated the relationships between three testing techniques and performance on four dimensions of oral reading performance. The three testing techniques were careful reading, reading for specific purposes, and reading for general purposes. The four dimensions of oral reading performance on which comparisons were made involved oral…

A study examined the relationship between text schemata and comprehension monitoring to determine elementary school children's detection and remediation of internal inconsistencies in narrative and expository passages. Data were elicited (through computerized experimental reading passages containing internal inconsistencies) from 87 students in…

A study examined how both children and adults process inferences when reading prose. Subjects, 24 third-, fifth-, and eighth-graders, and adults, read stories where a consequence was implied, and then answered questions. The stories differed in the degree to which the inference was necessary for comprehension, and the readers engaged in either…

Examines the word-reading strategies of a sample of second- and third-grade students in normal classrooms, focusing on the students' relative reliance on decoding versus sight-word associations. Suggests that lack of efficient decoding skills will begin to take a toll on reading comprehension by grade 3. (SR)