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…

Reviews research on lexical access (the process of getting information about a word from a mental dictionary). Discusses implications for comprehension development. Suggests that individual differences in comprehension depend on speed of lexical access as well as on speed of decoding. (SR)

Two views of the sources of poor reading comprehension are currently distinguishable in the research literature: a decoding sufficiency view and a comprehension skills view. The decoding sufficiency view argues that decoding is the only skill that must be acquired for general language comprehension. The broader, comprehension skills hypothesis…

This executive summary discusses our current understanding of the difficulties that children with reading/learning disabilities encounter as they start down the road to reading and summarizes research on early identification and intervention. The focus is on children in kindergarten through second grade. Findings from the analysis indicate: (1)…

The problems encountered by native Japanese-speakers in reading English as a second language are examined. The available literature on the subject as well as firsthand experiences in teaching English, developing reading materials, and conducting research projects are discussed. The discussion focuses on five major areas: the reading process; the…