Concludes that individuals can read unfamiliar but relatively easy material at high rates with high accuracy of comprehension, but they do not provide strong support for rauding theory. (FL)

A study examined the amount of time instructional level and remedial readers in second grade were engaged in reading connected text during an entire school day. Subjects were six instructional and six remedial readers who were observed in six different schools. Time engaged in reading connected text was defined as students' eyes following several…

An experiment was conducted to determine the effect of instruction for increasing speed and accuracy of recognition of the one-cell whole word and part-word signs, the two-cell contractions, and short-form words in English Braille on braille reading skills of secondary school students. (CB)

Suggests that shortening the time required for administering a reading test might provide more useful screening, diagnostic and predictive information for students of diverse abilities. Bibliography. (MD)

Presents a humorous account of a college reading teacher's own undergraduate reading system, his initial teaching experiences and his resulting teaching methods. (MB)

The functions of spaces between words in adult reading of text were investigated in three experiments. Results were consistent with a two-process theory in which filling parafoveal spaces disrupts guidance of the next eye movement and filling foveal spaces disrupts processing of the fixated word as well. (Author/RD)

Reports that second-grade students in reading groups that used materials without pictures had faster mean reading times than students who read the same materials with pictures, but did not differ from them in comprehension or achievement. (FL)

Suggests that oral and silent sentence reading represent a similar cognitive process. Reports that poor readers, in particular, decrease processing time on difficult words in silent as compared to oral reading. (AEA)

Eight learning disabled boys (10 to 12 years old) who were seriously deficient in both their oral reading and comprehension performances participated in the study which investigated, through an applied behavior analysis model, the interrelationships of three reading variables--correct oral reading rates, error oral reading rates, and percentage of…

The effects of key words and previewing on the rate of words read correctly and the reading comprehension of a language minority student (age 10) were analyzed. The student read more words correctly and answered more comprehension questions accurately after the material was previewed and key words were discussed. (Contains references.) (Author/CR)