Most theories of reading development assume a shift from slow sequential subword decoding to automatic processing of orthographic word forms. We hypothesized that this shift should be reflected in a concomitant shift in reading-related cognitive functions. The current study investigated the cognitive dynamics underlying reading development in a…

Finds no relationship between young children's ability to attend to text and to nominate a greater number of purposes for learning to read. (FL)

First grade students (n=221) were tested on measures of verbal fluency, visual attention, phonological awareness, orthographic recognition, rapid automated naming (RAN) of letters and objects, and reading. Findings indicated that word reading was directly and significantly predicted by RAN letter naming and general RAN cognitive processing time of…

Investigates the relationship of rapid serial naming (RSN) and other variables thought to contribute to beginning word reading (phonological awareness, orthographic knowledge, memory span, processing speed, and articulation). Explores a preliminary/exploratory model of word reading. Indicates that no variable in the model could fully…

Designed to assess the cognitive requirement expected or implied in beginning reading materials and in their instructional suggestions and to determine whether these materials are appropriate to the cognitive development of the children who will use them, this instrument is for use by evaluators with the first reader in a basal series. It directs…

This study shows that illustration is effective in learning of both simple and complex stories of both long and short length thus arguing against the hypothesis that illustration adds to cognitive load. (HOD)

Two error analyses (one on consonants and one on vowels) underscore the importance of non-visual cognitive processes in reading. (RL)

Reports on a study that investigated the ability of second grade students to listen to, infer, and produce the correct pronuciations of high-frequency words in a story-like context. (FL)

Argues that Piagetian theory does not support the use of a code-breaking approach to teaching children to read prior to the advent of concrete operations. Suggests that primary instructional emphasis with these children should be placed upon the meaning-getting aspects of reading. (FL)

A longitudinal (from kindergarten through grade 2) study with 244 children evaluated 3 hypotheses regarding the causal relationship between phonological processing abilities and reading acquisition. The study found a bidirectional relationship between phonological processing skills and reading skills and stability in individual phonological…

Examines the relationship between performance on five Piagetian tasks and three measures of reading achievement in primary school children. Concludes that the relationship is minimal and inconsistent across different measures of reading as well as across grade levels. (FL)

Suggests 10 classroom-tested activities that improve reading comprehension. (DF)

Provides a number of suggestions for teaching children often confused words. (FL)

Concludes that early readers would profit from maximal contrast, high frequency words as first reading experiences. (FL)