Suggests that a syllabication system not based on pronunciation is as unrelated to reading achievement as is the current syllabication system. (FL)

Finds evidence for a relationship between children's ability to use word recognition generalizations and their reading achievement, although they may not need to be able to verbalize those generalizations. (Author/FL)

Reviews research on the effects of peer-tutoring on the tutor and asks at what point peer-tutoring changes from an effective learning technique to the exploitation of the tutors. (MKM)

Assesses contributions of specific components of verbal and nonverbal working memory and of phonological awareness to the prediction of reading achievement. Tests 103 primary-age children on phonological awareness, working memory, academic achievement, and verbal intelligence. Finds phonological awareness and measures of working memory predicted…

Finds that the same systematic relationships between basic measures of cognitive processing and measures of reading performance can be observed in the reading of hypertext. Argues that correlations among spatial processing abilities and performance with hypertext support the idea that spatial and relational processing play important roles in…

Presents theoretical framework underlying "rauding" theory and how the theory relates to one second, one minute, and one year of reading. Reviews the three laws and two primary equations of rauding theory. Presents detailed explanation of a causal model of reading achievement that is relevant to one year of reading. Explicitly unifies…

Tests the effect of using written metacognitive awareness guidance (MCAG) as a tool for activating and engaging learners'"Habits of Mind" while processing authentic reading assessment tasks taken from Israeli kits of assessment tasks. Confirms that applying metacognitive awareness guidance to reading assessment tasks makes a difference in the…

Finds that good inventive spellers learned to read two sets of phonetically simplified words more effectively than poor inventive spellers. Confirms a strong relationship between spelling and reading even when spellers are found in classrooms where spelling is not taught. (RS)

Reports investigations of some of the factors that affect novice readers' decoding of nonwords. Finds that children aged 7, 8, and 10 assigned more correct pronunciations to nonwords with many orthographic neighbors than those which had few. Discusses results in light of current models. Suggests that a connectionist model with word-level…

Clarifies the efficacy of targeting the area of vocabulary as a means of increasing reading level. Concludes that the acquisition of new vocabulary words is related to reading proficiency. Offers five guidelines for teachers regarding direct vocabulary instruction. (SR)

Discusses the progress in accurate measurement of reading, the major challenges for reading researchers in developing better measures in reading, and significant developments in the near future. (RS)

Examines students' skills in segmenting, reading, and spelling 50 words with regular and exceptional spelling patterns. Interprets results to support a computational notion of phonology as a prerequisite to reading and spelling, with a more reflective notion explaining the reciprocal relationship between reading and segmentation of consonant…

Investigates whether alternating the use of the eyes has a negative effect on reading ability and on timed visual-motor tasks. Finds that the reading achievement of eye alternators is no different than for visually normal children and that alternators are no more likely to have difficulty with visual motor tasks. (PRA)

Tests second- to sixth-grade children with normal reading efficiency under three conditions of simultaneous amplified auditory feedback on reading aloud nouns and nonwords. Finds that right ear feedback improved reading accuracy in the first three grades. Finds no effect in fifth grade whereas in sixth grade, left ear feedback improved only the…

Compares picture span performance of developmental dyslexic teenagers to the picture span performance of both reading and chronological age match controls. Finds all three groups showed a significant phonological similarity effect but only the dyslexic group showed a significant visual similarity effect. Discusses results in terms of developmental…