Investigates effects of length of passage, type of test expected, and subject matter on three outcome variables: retention of information, reading speed, and highlighting patterns. Finds reading speed and highlighting substantially affected by passage length. Provides evidence that much of the previous reading comprehension research may not permit…

Examines strategy use of biliterate third- and fourth-grade readers reading in Spanish and in English. Finds that students reported the same number and same type of strategies whether reading in Spanish or English; reading times and gist recall on the retellings did not differ for the two languages; and strategy use was related to comprehension.…

Examines the components of text that predict reading times and recall in skilled and less skilled college readers. Finds that sensitivity to the structure of the text was not a source of reading-ability differences in reading times and recall. Suggests that reading-ability differences result from word-decoding factors and the efficiency of…

Finds (1) significant increase in reading rate and comprehension as the number of repeated reading increased; (2) students trained to segment sentences read faster and scored higher in comprehension than students given intonation training but not to a statistically significant degree; and (3) no interaction between repeated readings and…

Compares subgroups of Finnish dyslexic adults displaying, relative to each other, a distinctive combination of accuracy and speed of oral text reading in phonological and orthographic processing, verbal short-term memory and reading habits. Indicates that advanced orthographic processing skills might help a number of the dyslexic readers to…

Presents three studies where children in mainstream schools compared text on white paper with identical text covered in turn by each of 10 differently-colored plastic overlays. Shows consistency with regard to the proportion of children in mainstream education who report beneficial perceptual effects with colored overlays and who demonstrate…

Addresses the relationship between four eye movement parameters and reading speed of 20 twelve-year-old children during silent and oral reading. Predicts reading speed by the following variables: recognition span, average fixation duration, and number of regressive saccades. Indicates that in terms of reading speed, significant interrelationships…

Investigates whether asynchrony of speed of processing between visual-orthographic and auditory-phonological modalities can account for word recognition deficits among dyslexic readers. Indicates that dyslexic readers were slower than control readers in most of the experimental tasks. Proposes a theory suggesting that asynchrony between the…

Examines the temporal processing deficit hypothesis. Administers a comprehensive battery to reading disabled adults and elementary students (reading-level controls). Finds that the timing tasks shared little variance with phonological sensitivity and contribute little unique variance to word reading. Provides evidence for the involvement of naming…

Acknowledges that symbol naming speed is an important correlate of reading skill. Proposes an informal model and reviews evidence for several of its links. Concludes that use of such a model may focus research questions more finely and lead to a more precise conceptualization of the basis for naming speed-reading relationships. (SG)

Presents finding of two studies designed to test the theory that limitations in working memory pose a lower limit to reading rate for effective prose recall. Tests college students, young adults and older adults, finding no evidence to support the theory. (NH)

A study explored an application of rauding theory to the developmental components that contribute to elementary-age children's reading comprehension. The relationships among cognitive power, auditory accuracy level, pronunciation (word recognition) level, rauding (comprehension) accuracy level, rauding rate (reading rate) level, and rauding…

Noting that the use of all-capital print on microcomputer screens eliminates the configuration clues (ascending and descending letters that create the physical shape of the word) that help a reader recognize a word and read more quickly, a study was conducted to examine the effect of all-capital print versus standard mixed print on reading speed…

A study was devised to determine whether internal reading flexibility would be manifested by individual proficient readers, operating in the "rauding" mode (typical reading manner), and observed in a natural setting reading passages from textbook materials. Reading times were examined using both number of standard words and number of…