This study investigated the success rate and the type of teachers' responses to miscues during a six-month tutoring program. Teachers gave prompts, or cues, to help each child recognize unknown words, concentrating on behaviors hypothesized to encourage pupil success and independence in decoding. Previous research had shown that inservice teachers…

A view of skilled reading is suggested that emphasizes an intimate connection between coding and comprehension. It is suggested that skilled comprehension depends on a highly refined facility for generating and manipulating language codes, especially at the phonetic/articulatory level. The argument is developed that decoding expertise should be a…

This study discusses six specific strategies that teachers can use to improve elementary students' reading comprehension. First, teach the students to use context clues as one vital part of the decoding process, in order to improve comprehension. Second, increase students' depth of comprehension by triggering discussion of materials they have read…

Successful reading is a complex, interactive process in which the reader's experience and information are as important to comprehension as the content of the printed page. This article describes several reading processes, discusses the problems involved for the beginning reader, and indicates some implications for reading instruction. Five…

This paper reports the outcomes of a correlational study that examined the relationships between visual and auditory perceptual skills, on the one hand, and comprehension that is independent of decoding, on the other. Five sets of test scores--a visual perceptual test (Coloured Progressive Matrices), an auditory perceptual test (Auditory Motor…

A 30 hour remedial reading workshop, designed for all secondary language arts teachers and for selected secondary teachers in all subject areas, is described in this report. The workshop was designed for teachers in the Pamlico County (North Carolina) Schools by members of that school system and the General Assistance Center at East Carolina…

Previous research used a picture-word interference task to show that skilled and less skilled comprehenders in the third and fifth grades could retrieve the meaning of primer-level words equally well. With a similar task and comparable groups of children this study assessed the relationship between word difficulty and semantic access by using both…

In this investigation, the differences in psycholinguistic processing of written and spoken language and the psycholinguistic deficiencies of poor readers were studied by giving meaningful, anomalous, and random word strings to 18 good readers and 18 poor readers who were reading at the fourth grade level. It was found that in both spoken and…

Stella Center's belief in the basic importance of grammatical structure as a factor in reading comprehension substantiated the author's theory that the ability to comprehend syntactic structure is positively correlated with the ability to comprehend meaning. Original instruments devised to test this hypothesis included a test which utilized…

Auditory conceptualization as an important factor in literacy development is investigated in this study. Earlier research with the Lindamood Auditory Conceptualization (LAC) Test identified this factor at each grade level, kindergarten through grade twelve, and delineated a LAC Test breakpoint score which was sharply discriminative of reading…

To be used in the development of reading curricula in the local school setting, this list of generic objectives is part of a set produced by the System for Pupil Program Evaluation and Development (SPPED) which includes criterion objectives and content lists for the specification of generic objectives. In addition to the objectives, this…

Poor readers often know only the most common meanings or nuances of multimeaning (polysemic) words frequently encountered in reading materials. Teacher-directed, systematic vocabulary instruction must focus on specific problem areas. A three-step plan for teaching multimeaning words is proposed, emphasizing recognition and classification of word…

Classroom use of roadside signs and billboards is recommended both for understanding cultural and geographic context and for learning French. Exercises for decoding and comprehension are suggested. (MSE)

Findings suggest that (1) dyslexia is more prevalent in the United States than in Italy, (2) reading disabilities are strongly associated with disorders of verbal processing in both countries (although some American dyslexics also show visual-motor deficits), and (3) there is a greater dissociation between reading comprehension and decoding in…

Investigates the effects of reading a series-format, many-volumed story to disadvantaged first graders. Results indicate that children who had been read to outscored children in the control classes on measures of decoding, reading comprehension, and active use of language. (SRT)