Traditionally, reading disabled children have been characterized as suffering a performance or process deficit that prevents them from acquiring the knowledge and skills underlying proficient reading and comprehension. Such explanations raise some logical problems. Process oriented theories do not adequately explain the specificity nor address the…

This study explores the effect of information focus on the size of the unit decoded by a reader. Sixty students chosen at random from average reading groups in fourth, fifth, and sixth grade levels were studied. Each subject read orally 36 thematic sentence frames presented in random order. Each frame contained a point at which the visual display…

This book is designed specifically for preservice and inservice teachers who wish to improve their reading-language arts instruction. Topics discussed in the sixteen chapters are: the reading-language teacher's role in an age of change; a communication framework; dynamics of language; children's language development; reading-language programs;…

The work reported here is part of an ongoing project to develop a language comprehension assessment instrument that: (1) is sensitive enough to pinpoint the particular language phenomena that are causing difficulty or have not been mastered, and (2) is also broad enough in scope to provide a credible and useful description of language proficiency.…

A study investigated the encoding and decoding effects in English as a Second Language (ESL) and native English speaking (L1) students in Vancouver, British Columbia (Canada), by isolating the difficulties due to encoding and decoding in these students. The study examined specifically whether there are significant decoding effects based on…