According to Gough and Tunmer (1986), in a "Simple View of Reading" (SVR), Reading comprehension (RC) = Decoding (D) x Linguistic Comprehension (C). To further evaluate this model, this paper describes an exploratory study of the performance of 60 university students, the majority of whom received academic accommodations at university to…

Oral reading speeds for letters, words out of context, and simple text and reading achievement were measured in samples of children and adults. Results are used to discuss the nature and development of a general identification speed variable and an orthographic structure variable. (AA)

Structural equation modeling procedures were used to verify a causal relationship between the phonological, word recognition, reading rate, and comprehension components of the reading process. Results indicated proficiency in phonological skills was important for development of word recognition ability, a major contributor to reading…

Fourteen adults who stuttered and 14 adults who did not participated in a self-paced word-by-word reading experiment. Results indicated that the two groups were not different with respect to speed of word identification but that persons who stuttered retrieved semantic information more slowly than those who did not stutter. (Author/PB)

The development of rapid word processing skills was investigated using a visual search task. Visual displays of varying orthographic structure (words, pseudowords, nonwords) were presented to college students and to kindergarten, second-grade, and fourth-grade children. Response latencies were measured as subjects indicated whether a previously…

AN EXPERIMENT WAS CONDUCTED TO DETERMINE THE EFFECT OF 2-WORD ASSOCIATIONS IN LEARNING TO READ THE SECOND WORD OF A 2-WORD CHAIN. ABOUT 45 FIRST AND SECOND GRADE STUDENTS WERE CHOSEN AS SUBJECTS AFTER PRETESTING TO INSURE THEY WERE ABLE TO READ THE FIRST (STIMULUS) WORD BUT NOT THE SECOND (RESPONSE) WORD OF EACH WORD PAIR USED IN THE STUDY. EIGHT…

Examines how elementary students referred for compensatory remedial reading services performed on several key reading process variables: word recognition errors, meaning-changing errors, comprehension, and reading rate. Finds word recognition and comprehension variables approached instructional levels, and reading rate alone was significantly…

A study assessed the effectiveness of a peer tutoring intervention for sight-word acquisition, and determined whether any progress was matched by improvement in reading fluency. Four primary students were selected based upon teacher referral for poor reading fluency. Flashcards were used to determine accuracy of recognition of vocabulary words…

A LANGUAGE ARTS CURRICULUM GUIDE WAS DEVELOPED BY THE READING SCHOOL STAFF FOR THE MODEL DEVELOPMENTAL READING SCHOOL, A TITLE III ESEA PROJECT, SPONSORED BY THE PIEDMONT ASSOCIATION FOR SCHOOL STUDIES AND SERVICES, GREENSBORO, NORTH CAROLINA. SINCE READING SHOULD BE TAUGHT IN THE COURSE OF DEVELOPING A WELL-ROUNDED LANGUAGE ARTS PROGRAM, THIS…

Accuracy-disabled and rate-disabled young Canadian readers were compared to children who were "fluent normal" readers. Children in the latter group decoded at the same level of accuracy as the rate-disabled subjects but at a significantly faster rate. Specific deficiencies of each of the disabled groups were identified. (Author/RH)

Multiple Oral Rereading (MOR), which involves repeated reading of the same instructional unit, has been found effective in remedial reading instruction. In this study, which was designed to provide basic information about the dynamics of such repetition, 32 first-grade children were selected as subjects on the basis of their ability to read, out…

Thus far the several different strategies that have been employed to investigate the size of the perceptual span during reading have not yet resolved the question of whether good readers have a larger span than poor readers. An investigation was designed to determine the region of text from which letter information is used during a fixation of the…

The purpose of this study was to determine differences in word recognition strategies used by good and poor readers. Twenty good readers and twenty poor readers were randomly selected from a fourth grade class and randomly assigned to levels of a five by five repeated-measures Latin Square design. All of the subjects were given two tasks to…