Examines the effects of learning words grouped in semantic sets, using Japanese words paired with artificial words. A principal finding was that there was a main effect against learning semantically related words at the same time. The article concludes that presenting students with wordlists of new words in semantic clusters, rather than in…

Summarizes research findings on academic reading obtained from a questionnaire, two sets of reading tests, and a textbook analysis. Results reveal that the essential reading skills required of foreign language learners and those giving them the most difficulty in their academic studies are skimming, reading more slowly to extract relevant…

Investigated the effects of first language word-level reading skills on the development of English-as-a-Second-Language (ESL) word-level reading skills. Crosslinguistic analysis indicates that native Arabic and Japanese speakers are likely to encounter different types of ESL word-level reading difficulties. (VWL)

This article argues for the importance of studying word-recognition strategies in the assessment of dyslexia. The dual-route model is defended despite attacks from supporters of computational models of modern connectionism. A computer-based diagnostic test battery is described and illustrated via 2 case studies of 15-year-old dyslexic boys in…

Examines the comparative use of grapho/phonic and syntactic/semantic cues for ongoing word recognition by readers in grades two, four, six, and eight reading both silently and orally. Finds a greater number of altered words were identified in the oral compared to the silent reading mode in grades four, six, and eight. (RS)

Normally developing kindergarten children (n=45) were shown written words under 4 conditions representing various size and position relationships between line drawings and orthography. Results showed superior performance for word-only and enhanced-word conditions, over those conditions pairing small or large drawings with written words. Results…

Investigates differences between English-as-a-Foreign-Language students at two levels of reading comprehension performance with respect to the global and analytic reading styles. No significant differences were found with regard to meaning memorization. There were slightly significant differences in favor of the global style with reference to…

Different models of spoken word production make different predictions regarding the extent of effects of certain word properties on the output of that model. This article examines these predictions with regard to the effect of these variables on the production of semantic and phonological errors by aphasic subjects. (60 references) (Author/CK)

Merges the Simple View of reading with rauding theory by advancing a revision, called Simple View II. Presents empirical evidence that, when the Simple View II is merged with rauding theory, the result is a theoretical framework which includes interrelationships among all of the important constructs involved in reading ability, for students in…

Finds that children at-risk for reading disability who received a median of 58 one-to-one tutoring sessions during first grade showed superior word recognition in isolation and in context, superior reading speed, and improved comprehension compared to well-matched controls at completion of tutoring, at the end of first grade, and at third grade.…

Results of a study of children's performance on pseudohomophone naming, similarity judgment, and lexical decision suggest that training in pinyin, a system for spelling Chinese words in Latin letters, helps child readers pronounce unfamiliar words, and makes them more responsive to visual information but less precise in word recognition.…

Focuses on the issues of skills in reading instruction in New Zealand. Feels that instruction can maintain a reciprocal and mutually supportive relationship between teaching word-level strategies and comprehension strategies. (MG)

A progressive time delay procedure used in a small group instructional arrangement was successful in teaching four high school students with severe handicaps to read community-referenced words. Two of the students learned additional words by observing their peers. (Author/DB)

Examines an 11-week phoneme-awareness program in kindergarten followed by a first-grade reading program that emphasized explicit, systematic instruction in the alphabetic code. Analyzes a phonetically-based spelling program. Compares a control group in the school district's regular basal-reading program with a treatment group. Concludes that the…

Notes that in linguistic theory, phenomena previously handled by a separate grammatical component have been moved into the lexicon and that in some theories, the contrast between grammar and the lexicon has vanished. Concludes that the case for a modular distinction between grammar and the lexicon has been overstated and that the evidence to date…