Word identification latencies and word prediction accuracy were compared for groups of skilled and less skilled fifth grade readers in three experiments. In each experiment, discourse context reduced identification latencies for less skilled as well as skilled readers. This was true both when context was heard and when it was read. The general…

The described inservice teacher education program is designed for elementary school teachers interested in developing skills in teaching reading in an individually guided educational program. The scope and sequencing of topics in the program are outlined, and activities and resources are described. Ordering information for materials is provided,…

A proposed framework for a global theory of reading divides the total reading area into the following major systems: (1) the distinct reading skills and abilities which are involved with what the child can achieve, (2) the reading-learning process of the child which is involved with how he acquires reading skills, and (3) the actual teaching of…

Thirty-two students from each of grades three and four were administered the Gates-MacGinitie Reading Tests, two word lists, and a number of tests selected from the Wisconsin Design for Reading Skill Development. Individual Performance Profiles were used to determine which Design tests to administer, the number of attempts required to attain skill…

Systematically incorporated into classroom instruction in word analysis, word sorts provide a sensible alternative to phonics or whole-word approaches and are congruent with the meaning-based direction of today's basal reading programs. A word sort is an activity in which the learner arranges words printed on cards into groups. This technique can…

The three articles in this publication discuss the following topics: (1) a psycholinguistic perspective on beginning reading that focuses on the child's linguistic system, rather than on the information processing strategies he or she learns to use in reading, and identifies word recognition as the major hurdle faced by the beginner; (2) the issue…

The primary goal of the conference panel on modeling the reading process was to prepare a programatically related set of suggestions which could lead to a clearer account of reading and to an ability to pose successively better research questions. This panel report contains sections on the development of a model for word recognition during…

Differences in articulation error rates and error patterns as a function of five elicitation modes (picture, picture with pretraining, word repetition, sentence repetition, and nonsense word repetition) were examined. The same 15 words (or pictures representing them) were stimuli in four real word conditions; nonsense words were formed by…

Four different treatments were used over a period of five months in this experiment concerning the teaching of reading skills to 35 black kindergarten children. The treatments were: (1) spelling patterns/phonic approach using black standard English, (2) a sight approach using black standard English, (3) a sight approach utilizing black nonstandard…

This review of psychometric research in reading analyzes the factors which seem related to reading comprehension skills. Experimental analysis of reading comprehension by L. E. Thorndike revealed two major components: knowledge of word meanings and verbal reasoning abilities. Subsequent analysis of experimental studies of reading comprehension…

Two types of poor readers are identified and compared with each other and with a comparable group of good readers for performance on a series of metalinguistic tasks. The specific problem underlying each of the two types of poor readers is shown to be related to two separable components of metalinguistic skill. (Author/LMO)

Determined that mildly handicapped students need an average of 46 repetitions in context for a word to be recognizable on a word recognition test. Also found that low imagery words require significantly more repetition and that high imagery words are as learnable in isolation as in context. (SKC)

Discusses possible limitations to the use of context for word learning (such as poor reading skills and text complexity). Recommends that content area teachers be aware of these limitations and provide specific instructions in determining word meaning from difficult contexts. (SKC)

Designed to help students learn to read by teaching them how to "listen to language," this resource book presents over 90 interactive activities, reproducible manipulatives, picture cards, and word lists to help children connect oral language to written text. It also includes a complete program review with important facts about phonemic…

This paper reports on a series of three studies designed to assess the effectiveness of a metacognitive approach to teaching word identification and reading comprehension skills to upper primary poor readers, and to investigate effective methods for implementing the metacognitive program in the regular classroom. To improve word identification…