A target paragraph was embedded in one passage where the target was of major importance, and one where it was of minor importance. Free recall, reading time, and usage of cognitive capacity were measured. There was greater recall when the target was important. The selective-attention hypothesis was not supported. (Author/GDC)

Discusses the origins of the interest in faster reading, oculomotor activity in reading in relation to eye movement and eye span, misapplication of eye movement data in courses designed to promote faster reading, and objections to some of the more common mechanical devices used in faster reading courses. (GT)

Examines the correlation between reading ability in a student's first and second languages and his language proficiency in a foreign language. The study concerns university students of English as a second language in Belgrade whose first language is Serbo-Croatian. Available from: Liviana Editrice, Via Altinate 31, 35100 Padova, Italy.

The hypothesis that gains in reading performance occurring among dyslexic children during individually paced reading are partially attributable to changes in short-term memory processing was tested with 23 elementary school students. Findings provide support for a causal role for short-term memory functioning in text processing. (SLD)

Procedures are presented for improving the reading fluency and comprehension of students with mild handicaps, through use of the neurological impress method and repeated readings method with some modifications. Precision teaching techniques are used in conjunction with these methods, to measure performance, monitor improvement, and design…

Examines the efficacy of a computer assisted instruction system designed to help junior high school remedial reading students increase their reading motivation by immediately providing definitions for unknown words. Finds that the program increases students' reading rates and actively engages students in reading novels. (RS)

First-year students of Chinese at the United States Air Force Academy (n=60) were tested for reading speed and comprehension of Chinese passages presented either in characters or romanization. Students read faster and understood more in romanization than in characters. (LMO)

Converts silent reading rates into grade equivalent units. Finds that growth in reading rate is approximately constant each year in school for typical students. Presents grade equivalent data which provides reasonably valid, criterion-referenced grade equivalents that may be used to evaluate the status and progress of individuals or groups. (RS)

Responds to previous article on validating curriculum-based measurement (Derr-Minneci and Shapiro, this issue). Contends that research reported by Derr-Mennici and Shapiro neither validated curriculum-based measurement (CBM) in reading from behavioral perspective, nor investigated accuracy of CBM. Organizes comments around three points of emphasis…

Responds to previous article on validating curriculum-based measurement (Derr-Minneci and Shapiro, this issue). Contends that, in examining variation in oral reading rate across their three settings, Derr-Mennici and Shapiro's assessment procedures were of unknown accuracy, and that these procedures themselves varied among settings, making it…

Reading-disabled children (n=92) were classified as either scotopic or nonscotopic using the Irlen Differential Perceptual Schedule. Use of either colored or clear overlays over reading material resulted in improved reading rate, accuracy, and comprehension when scotopic children read with the preferred colored overlay filter. Nonscotopic children…

Describes and illustrates a developmental approach to reading assessment. Presents four developmental levels of learning to read: emergent reading, beginning reading, consolidation, and reading to learn new concepts. Explains procedures for assessing aspects of each level. Provides examples of how oral reading miscues, reading rate, and…

The performance of 17 youth on a verbatim recall task indicated that skilled deaf readers are more able than average deaf readers to sustain a record of English function words and inflections. The relative speed of skilled readers when making lexical decisions about phonologically similar word pairs indicated greater access to phonological…

A strategy is proposed for primary teachers to use with children who have reading difficulties. It includes developing a profile of each slow reader, testing each slow reader to determine reading level and specific weaknesses, and using certain practical methods to help solve the problem. (two references) (LB)