Some 226 Hong Kong students in grades 7-9 benefited from a 4-week summer program on reading comprehension, reading speed, and writing development. Results are discussed in the context of the local sociolinguistic environment. (15 references) (Author/LB)

Measures native skilled, nonnative skilled, and nonnative nonskilled English readers' word reading times. Finds reading times of native skilled readers were independent of word length, word location, and grammatical word classification compared to nonnative readers. Finds that native readers' reading time was different from nonnative skilled…

Reviews research on antecedent demonstration, modeling, and prompting interventions designed to increase reading accuracy, rates of accurate reading, and generalized reading performance in students with disabilities. Suggests modeling or prompting may not be effective intervention to increase general reading fluency. Rejects myth that neurological…

Evaluation of the use of repeated readings to increase the reading fluency of four elementary students with low vision found the intervention was effective in improving all four students' reading fluency without adversely affecting error rates or comprehension. Students' improved reading rates also generalized to classroom reading. (DB)

This study of the cognitive processes of braille reading compared the reading of 23 adult braille readers in 4 different reading conditions: oral reading, silent reading, studying, and scanning. The findings support the idea that braille reading is process driven and that reading rates vary, depending on the purpose of the reading task. (Author)

A daily 5- to 6-minute individual reading fluency intervention with 49 middle school students with learning disabilities used repeated readings focused on phonics, sight phrases, and oral reading. Intervention was for 6-9 months, 10-18 months, or 19-25 months. Significant growth in reading level and reading rate was found for all three of the…

Studies the hypothesized independence of phonological awareness and naming-speed variables in predicting variance in three aspects of reading performance. Indicates that phonological measures contribute more of the variance to those aspects of reading skill that involve decoding or word attack skills; naming-speed measures contribute more to…

Research suggests screen reading is slower and possibly less accurate than reading from paper. Six study and test sessions over 10 months examined correct scores and retrieval responses for learning material presented via these two media. Correct scores did not differ suggesting that close matching of material can eliminate any decrement in…

A deep, developmental construct and definition of fluency, in which fluency and reading comprehension have a reciprocal relationship, is explicated and contrasted with superficial approaches to that construct. The historical development of fluency is outlined, along with conclusions of the U.S. National Reading Panel, to explore why fluency has…

This article explains the elements of reading fluency and ways to assess and teach them. Fluent reading has three elements: accurate reading of connected text, at a conversational rate with appropriate prosody. Word reading accuracy refers to the ability to recognize or decode words correctly. Reading rate refers to both word-level automaticity…

Aim of the study is to analyze the contributions of hemispheric, attentional, and processing speed factors to the effects of neuropsychological treatment of developmental dyslexia. Four groups of dyslexic children (M-type dyslexia) were treated over a period of four months. A first group (n=9) underwent Bakker's Hemisphere-Specific Stimulation,…

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…

We used a multiple baseline across students design to evaluate the effects of an intervention program consisting of vocabulary instruction, error correction, and fluency building on oral reading rate and comprehension of five English-language learners who were struggling readers in a primary school. During the first intervention condition (new…

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT (Except for the Evaluation Summary Table): VERSION: Copyright 1981. PRODUCER: Davidson and Associates, 6069 Groveoak Place #12, Rancho Palos Verdes, CA 90274. EVALUATION COMPLETED: January, 1983 by the Oakland ISD of Pontiac, Michigan. COST: $70.00. ABILITY LEVEL: Secondary. SUBJECT: Reading. MEDIUM…

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT (Except for the Evaluation Summary Table): PRODUCER: Milliken Publishing Company, Instructional/Communications Technology, 10 Stepar Place, Huntington Station, NY 11746. EVALUATION COMPLETED: June 1982 by the Portland Public Schools, Portland, Oregon. VERSION: Level B, level H. COST: $425.00. ABILITY…