This study examined the influence of first language (L1) orthographic experiences on decoding and semantic information retention of new words in a second language (L2). Hypotheses were that congruity in L1 and L2 orthographic experiences determines L2 decoding efficiency, which, in turn, affects semantic information encoding and retention.…

The No Child Left Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting essential components of reading instruction. As required by the…

A longitudinal study examined the development of decoding skills, reading comprehension skills, and spelling skills across the first three years of primary education in order to examine the relations among the variables in a dynamic causal model of the development of reading and spelling skills. Subjects, 310 first grade children in 12 schools…

Milton's style of pronominal reference in his essay, "Areopagitica," leads to a lack of comprehension at times and to slow processing. His use of demonstrative pronouns makes it difficult to identify antecedents precisely and quickly. For example, in one case a reader must go back over 400 words to find an antecedent. His use of relative…

This document describes a pilot study of a corrective reading procedure using audio-taped echoic responses and reading material; polysyllabic words were spatially segmented to provide positional and marker grapheme clues to variant spelling-to-sound correspondences. Three groups of tenth graders four or more years below grade level in oral reading…

A set of decoding tests and picture-word interference tasks was administered to third and fifth graders to explore the relationship between single-word decoding, single-word semantic processing, and text comprehension skill. (BRT)

This paper outlines theories and research findings on reading psychology in the last decade and relates theoretical and empirical findings to current practices of instruction. The role of reading in literate society is examined in relation to such technological advances as the use of microcomputers. (JAZ)

Reviews the debate on the importance of decoding in reading, focusing on the positions taken by P. Gough and K. Goodman. Argues that the debate is settled, with Gough's view having more explanatory power in terms of helping to understand the success of the good reader and the plight of the poor one. (FL)

Explains five strategies for teaching reading comprehension: (1) imaging or visualizing; (2) paraphrasing; (3) questioning and inference; (4) prereading; and (5) metacognitive strategies. (SRT)

Replicates an earlier study that concluded that skilled comprehenders were relatively unaffected by whether a word was known. (HOD)

Raises objections to the methodology used and the conclusions drawn by L. S. Fleisher, J. R. Jenkins, and D. Pany in a study reported in a previous issue of this journal (see EJ 210 792). (MKM)

The study examines one aspect of the relationship between decoding and comprehension--that between word difficulty, decoding ability, and access of single-word meanings. Results indicate that decoding ease and extraction of word meanings are related and suggest that decoding ability must be considered a factor in reading comprehension. (RC)

Presents the structured comprehension method, a strategy that facilitates literal, inferential, and critical reading comprehension for passive readers who can decode but not comprehend. Uses the method to illustrate how other areas of students' instruction (e.g., vocabulary enhancement through morphemic analysis, use of a phonogram approach to…

Examines the reading skills of children who have deficient decoding skills in the years following the first grade and traces their progress across 20 sessions of a decoding skills intervention called Word Building. Presents results in terms of the consequences of not fully engaging in alphabetic decoding during early reading experience, and the…

Investigates proficient and less-proficient readers comprehension monitoring. Findings show that proficient readers displayed more competency in monitoring their ongoing thinking processes, because they tended to monitor their reading processes at all times in order to compensate for words that had not been previously decoded. (Author/VWL)