Analysis of the performance of hearing impaired and normal hearing nine- to eleven-year-old children on a standardized reading test shows that the hearing impaired children tackled significantly more test items than their hearing counterparts and made significantly more errors in achieving similar reading scores. (FL)

Matched pairs of skilled and less skilled readers read aloud material in cloze procedure format and printed in geometric transformations. Skilled readers made greater use of grammatical and contextual information. The stability of differences suggests that differential utilization of syntactic and semantic cues contributes to differences in…

Reports that children's reading speed for paragraphs in which either words, syllables, or letters were spaced widely apart was a good predictor of reading ability in grades one through three, but not in grades four through six. (GT)

Reviews recent research on eye movements and skilled silent reading and notes the new emphasis on providing insight into the comprehension process. (MKM)

Highlights the concerns of eight international conference participants about reading and young children. (CM)

Examines the duration of visual persistence and the relative processing rate in poor and normal readers. Subjects were 48 males aged 7 to 13 years. (MP)

In a task designed to separate perceptual processes from memory, reading-disabled 12-year-olds showed no perceptual deficits as compared to their peers. However, they exhibited major deficiencies in memory skills, appearing to suffer from a basic information-processing deficiency. (Author/CS)

The present experiments, in conjunction with prior findings that good and poor readers differ in letter search time by their ability to use spatial redundancy, suggest that processes involved in the component skill of letter identification cannot be considered trivial to the reading process. (Editor)

Rejects the belief that teaching music reading affects the teaching of language reading. Article is a further extension of the research provided by Ruth Zinar on the connection between the two (EJ 147 534). (Editor/RK)

Describes the test-development process used to create criterion-referenced tests in reading for a large city school district's system-wide testing program.

Describes a set of activities and materials using Language Master machines, combined with more traditional listening-while-reading procedures that helped emergent readers grow rapidly in reading ability and motivation to read. (SR)

A study of 58 students in fifth grade (4 with disabilities) examined consequences of a statewide performance assessment program using Curriculum-Based Measurement. Results found significant gains in written expression, but no progress in reading, and concluded that this probably reflected increased time in writing activities in preparation for the…

The oral reading ability and story retelling abilities of 12 students (ages 8-11) with specific language impairment (SLI) were compared to abilities of 12 students (ages 6-9) matched for single-word reading ability. Results found the children with SLI had a greater percentage of oral reading discrepancies between printed and read words. (Author/CR)

Ascertains whether there were any significant differences in the early reading ability of kindergarten children who received direct instruction with environmental print, those who received indirect instruction, and those who received no instruction. Uses analysis of covariance to ascertain differences. Reveals that the control group and the…

Finds that rapid automatic naming ability did not uniquely explain variance in reading outcome measures, but that individual differences in phonological awareness in both second and third grades did uniquely explain growth in reading skills over this developmental period. Discusses results in the context of methodological issues in the use of…