Argues that only quantity reading, not "comprehension skills," prepares one to understand the content of a given paragraph. (RD)

Indicates that segmenting sentences into meaningful units improves reading comprehension through simplifying the syntax of complex sentences and cueing the reader as to the relationship among intrasentence phrases. (AEA)

Describes a study to determine the relationship between the method of presentation of data in a report and reader retention, reader reaction, and reading time. Tables were effective in increasing reader retention and decreasing reading time. (JOW)

Using a lexical decision task, the effects of frequency and number of meanings show that different patterns of results emerge for fast and slow readers. For fast readers there are general effects of both frequency and numbers of meanings; for slow readers the effects are considerably attenuated. (Author/CM)

Two experiments suggest that a sharp increase in reading automaticity occurs during the first grade, but that by the end of the year the development of automaticity begins to level off. (HOD)

Principles of self-management were incorporated into a reading improvement program administered to study skills students. Results indicated that the performance-contingent strategy facilitated improvement. Results indicate that persistent practice is a salient factor in reading improvement. The importance of the self-reinforcement strategy used in…

A biofeedback study found that subvocalization neither hindered reading speed nor aided comprehension. Text readability and conceptual difficulty showed no effects. (AEA)

Reading lessons of deaf and hearing children were analyzed for teacher- and child-initiated stops, reasons for stops, time spent, and reading rate. Lessons of deaf children differed markedly from those of hearing children using the same text. Results are discussed in relation to reading retardation in the deaf. (Author/SJL)

Describes one element of the reading act as it operates in time--how "good-enough" readers of complex fiction strike a personal balance between the need for momentum and the need for accountability to the text. Draws from protocols provided by 33 readers, from eighth grade to Ph.D. level, following two readings of a novel. (PA)

Investigates how well kindergarten phonological awareness (PA) and naming speed (NS) account for reading development to Grade 5. PA was most strongly related to reading in the first two years of school, and NS's initially weaker relationship increased with grade level. Children with weak PA and slow NS were most likely to develop reading…

This article discusses the need to teach decoding to secondary students with reading difficulties using one of three approaches: reading segmented words part by part; decoding different syllable types; or using a flexible strategy for reading long words. It also stresses the need for reading practice and research-validated programs. (Contains…

Addresses the question of the role of general speed/rate of processing in reading impairment in adults. Compares 95 adults varying in word-recognition ability. Shows significant and pervasive speed/rate differences among groups, as well as differences in accuracy performance. (SG)

Tests hypotheses that reading styles of good spellers and dysgraphic spellers differs. Concludes that an underlying source of difficulty for dysgraphic spellers, one that may be related to the reading style they exhibit, is a more limited working memory capacity. (MS)