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Peer reviewedSmith, Frank; Holmes, Deborah Lott – Reading Research Quarterly, 1971
Examines and rejects two traditional assumptions about fluent reading: that identification of letters is necessary to identify words; and that identification of words is necessary to comprehend. Proposes that identification and comprehension are two separate tasks and that a reader comprehends because he reads for meaning in the first place. (MB)
Descriptors: Cognitive Processes, Memory, Models, Reading Ability
Peer reviewedLeslie, Ron – Journal of Reading Behavior, 1980
In two experiments, a short-term recognition memory task that varied the number of letters distinguishing target and comparison stimuli was used to assess the ability of prereaders and beginning readers to utilize graphic information in a three-letter graphic pattern. (HOD)
Descriptors: Beginning Reading, Grade 1, Kindergarten, Language Patterns
