Reports investigations of some of the factors that affect novice readers' decoding of nonwords. Finds that children aged 7, 8, and 10 assigned more correct pronunciations to nonwords with many orthographic neighbors than those which had few. Discusses results in light of current models. Suggests that a connectionist model with word-level…

An acquisition model of decoding is proposed to explain the kinds of errors children make as they try to read. (Author)

Demonstrates theoretical and practical limitations of traditional subgroup classifications of acquired and developmental dyslexia. Suggests a process-analytic approach, a variant of a dual-route model for word processing. Demonstrates the usefulness of the approach in two cases of "auditory" dyslexics. (RS)

A study examined the developmental shifts in the importance of linguistic components of words to single word decoding. Subjects, 1200 children ages 6-7, 8-9, and 10-12.5 years who were the normative sample of the Kaufman Assessment Battery for Children (K-ABC), were tested using a word recognition test, the Reading Decoding Subtest of the K-ABC.…

Shows how older, largely context-free models of reading and its instruction became changed into a multidimensional, context-dependent orientation toward written language and the reading process and concludes with suggestions for using a variety of contextual strategies to increase reading comprehension. (HOD)

This article considers the ramifications of early reading failure within the context of J. Chall's five-stage model of reading development: (1) initial decoding, (2) fluency, (3) reading for meaning, (4) relationships and viewpoints, and (5) synthesis. Instructional implications include learning disabled students' special need for good instruction…

This review of research on reading instruction uses an interactive model to identify learner characteristics, learning conditions, and language processes that are best treated through a meaning-oriented or a code-emphasis instructional program. Resulting instructional guidelines are offered. (Author/DB)

Within the framework of a general model of communication, a model of language communication has been developed and applied to the perception of cohesion. To measure students' perception of textual cohesion, a pilot study in the United Kingdom built "noise" into texts by deleting parts of each texts. Subjects, 59 nonremedial students whose first…

Examines effects of several lexical and sublexical variables (lexical category and frequency, syllabic structure, word length) in reading acquisition in a transparent language--Spanish. Compares effects of variables in 140 normal and poor young readers. Finds that all variables produced a significant effect on the number of errors made by the…

A model of cognitive operations that children use in reading and comprehending a sentence was tested by using Sternberg's independent-process analysis on 64 second and fifth graders who were either high- or low-ability readers. Three specific component processes were examined: a decoding process, a word meaning process, and a comprehension…

Presents definitions of literacy followed by an overview of selected views of literacy development, and suggests how these constructs inform the teaching of reading. A recent model of reading development is described, along with suggestions for using the model, particularly for learners at risk. The article concludes with a discussion of…

An additive model is developed to account for reading times for two different reading tasks: reading for retention and reading for comprehension. The model is concerned with the reading strategies of adults and fifth graders, and with individual differences between fast and slow readers. (Author/LMO)

Past research studies have revealed a direct relationship between reading instruction and the reading behaviors of children. After reviewing several such studies, this paper presents a research paradigm used to explore the relationship between reading instruction and reading behavior during the pretutorial, or planning, phase of reading, and it…

A study was conducted into the operation of an interactive-compensatory model of reading. Specifically, it examined the development of context-free word recognition skills, their role in contextual reading, and the degree to which one word recognition skill might compensate another. Four word factors were examined: (1) orthographic redundancy (the…