Contrasts good and poor readers' text recall while listening and while reading aloud to determine if poor readers have a decoding problem, a comprehension problem, or both. Finds no significant difference in listening comprehension between good and poor readers for either easy or difficult texts. (MM)

Studies of intensive phonics instruction are related to the issue of hyperlexia. Evidence on the incidence, frequency, and characteristics of hyperlexia does not support allegations that intensive phonics instruction interferes with development of reading comprehension skills. Hyperlexic children exhibit many symptoms of neurological impairment…

First-graders' responses to a battery assessing phonemic awareness, syntactic awareness, receptive vocabulary, word decoding ability, and reading comprehension ability revealed strong zero-order correlations among all the variables, although analysis revealed that metalinguistic ability did not contribute to the prediction of early reading…

The types of vocabulary in three short novels were analyzed to determine the text coverage of the most frequent 2,000 words of English, and the vocabulary needed to gain 97-98% coverage of the running words in each text. It was found that a 5,000-word vocabulary was necessary for adequate coverage in pleasure reading. (Contains nine references.)…

Examined articulation and interarticulation (pause) times on Rapid Automatized Naming Tests for first- and second-graders. Found that pause and articulation times for RAN letters and objects were not reliably related, compared to RAN numbers articulation and pause durations. Subtest pause durations were differentially related to reading. RAN…

Analyzes research in the phonics section of the Report of the National Reading Panel to examine what the data, as opposed to the Panel's interpretation and reporting of the data, say about the role of phonics in reading instruction. Suggests the methodology of the Report is flawed, and results reported in the Summary are not supported by the…

This author, an academic achievement teacher for second and third grade reading and math at Theodore Roosevelt Elementary School in Park Ridge, Illinois, contends that since fluency is such a measurable skill, over-emphasizing decoding and de-emphasizing comprehension results in short-changing students. In this article, she shares several reading…

The present findings are drawn from the Jyvaskyla Longitudinal Study of Dyslexia (JLD), in which approximately 100 children with familial risk of dyslexia and 100 control children have been followed from birth. In this paper we report data on the reading development of the JLD children and their classmates, a total of 1,750 children from four…

The aim of this study was to determine whether explicit instruction in phonemic awareness and phonemically based decoding skills would be an effective intervention strategy for children with early reading difficulties in a whole language instructional environment. Twenty-four 6- and 7-year-old struggling readers were randomly assigned to an…

Three experiments explored whether recoding to speech during reading occurs before or after lexical access, or not at all. Tests determined the effects of a concurrent shadowing task on lexical information retrieval. Results indicate a model of reading in which speech recoding occurs after lexical access, with temporary word storage. (CHK)

This guide reflects the definition of reading as a complex intellectual act involving a variety of behaviors to decode and comprehend printed symbols and is intended to help the teacher be aware of all the skills within each dimension of the reading act. The reading skills are described in terms of learner behavior and a criterion reference is…

Reading is a process in which interactions between the surface and deep structures of the language bring about understanding.

In the generative model of learning with understanding, reading comprehension occurs when readers actively construct meaning for text. On two experiments with 488 sixth graders, learning time was held constant across all treatments. The combination of inserted paragraph headings and instructions to generate sentences about paragraphs approximately…

Reports a study indicating that decoding speed and spelling are distinguishing factors in reading comprehension, but that differences in comprehension cannot be attributed solely to differences in decoding speed. (HTH)

Consistency with flexibility can be provided in a remedial reading program for learning disabled elementary grade students with a seven-step program involving oral language remediation, alphabetic-phonetic instruction, auditory analysis, Glass analysis, (decoding, Glass, 1973) neurological impress, and strategies for comprehension. (DB)