Investigates readability of different line lengths in advertising body copy, hypothesizing a normal curve with lower scores for shorter and longer lines, and scores above the mean for lines in the middle of the distribution. Finds support for lower scores for short lines and some evidence of two optimum line lengths rather than one. (SKC)

Comments on the rationale and methodology of the textual cue experiments of L. T. Frase and B. J. Schwartz (see EJ 203 980) and describes two studies that attempted to replicate and extend their findings using a different methodology. (Author/GT)

Research shows congenitally deaf children, in comparison with normal children of similar reading experience, greatly excelled in spelling ability and possessed extraordinary word perception ability. (HOD)

Describes an endeavor to develop typographical and spatial cues that would improve learning and memory of a lengthy excerpt from a tenth grade biology textbook. (HOD)

Presents a language processing model that distinguishes four functional components of reading and listening: feature detection, primary recognition, secondary recognition, and rehearsal and recoding. Uses the model to describe and incorporate some recent research. (GT)

Concludes that both chunking and shorter line lengths have positive effects on reading efficiency but that high line length variability has a stronger negative effect. Suggests that, because chunking increases line length variability, it can interfere with reading. (FL)

Describes a study that developed a syllable rank order list and attempted to answer such questions as "What is the most common syllable? and "What is the next most common syllable?" (HOD)

Outlines some of the arguments that favor accelerating the development of the technology of readability in developing nations. (RB)

This study concluded that normal reading comprehension, at least at the literal level in mature readers, was shown to be a more precise form of language processing than listening to spontaneous speech. (HOD)

English and Hebrew native speakers read texts mutilated by removing strips at the top or bottom of lines. Reading English texts was impaired more by mutilating the top, but the reverse was found for Hebrew texts, due to the different ways information is distributed along the vertical axis of Roman and Hebrew letters. (Author/GT)

Compares three linguistically motivated algorithms for assigning between-word space sizes for their impact on text readability. Finds that the readability of text can be improved with the aid of a rudimentary automatic parser. (PRA)

Concludes that letter-sound learning, word recognition, and reading ability do not appear to be affected by letter-name instruction. (RB)

Describes two experiments that explore the effect of line length and paging versus scrolling on reading from screen. Finds that long lines were read faster than short lines with no change in comprehension and that subject's judgment of reading ease did not correlate with performance. Concludes that further study is needed. (PA)

Finds layout of a list affects the way it is read and understood; recall for separately arranged lists in text was better than that for continuously arranged lists, and notes a difference in reading patterns between the two layouts; and a separated list allowed readers to reread the points selectively, while a continuous list made readers reread…