Abstract: Charles A. Perfetti and Thomas HogaboamLearning Research and Development Center and Department of Psychology,University of PittsburghChildren classified as skilled and less skilled in reading comprehen-sion differed in vocalization latencies to single printed words. Over-all, vocalization latencies were shorter for the skilled group than theloss skilled group and there was an interaction between word typeand comprehension skill. The comprehension groups showed largevocalization latency differences for pseudowords and for low fre-quency English words, but smaller differences for high frequencyEnglish words. Knowledge of word meanings may be a less significantfactor in vocalization latency for the skilled group than for the un-skilled group. It is suggested that at least some unskilled compre-henders may have failed to develop automatic decoding skills andthat this failure may lead to diminished comprehension skills sharinga common processing capacity with nonautomatic decoding.The conceptualization of reading as com-posed of separable components allows morethan one view on the relationship betweenthe components. The cognitive componentsof reading can be considered as separableand independent or as separable and inter-dependent. As Guthrie (1973) has argued,the more tenable view for at least somecomponents is that they are interdependentand mutually facilitative.In the case of decoding and compre-hension, there are similar possibilities ofindependence and interdependence. For atleast some indicators of decoding, it seemsclear that decoding is not sufficient forcomprehension (Cromer, 1970; Wiener &Cromer, 1967). However, it does not followthat decoding and comprehension are in-dependent. Rather, reading comprehensiondepends on the availability of highly de-veloped skills, including the ability toconvert print into the language code.The required conceptualization of theThis research was supported by the LearningResearch and Development Center, which is sup-ported in part by funds from the National Insti-tute of Education.The assistance of Susan Goldman with variousstages of the research is acknowledged.Requests for reprints should be sent to CharlesA. Perfetti, Learning Research and DevelopmentCenter, 3939 O'Hara Street, Pittsburgh, Pennsyl-vania 15260.reading process is one that takes account ofthe fact that all basic processes carried outin a integrated behavior such as readingnot only interact with each other but alsomust share a limited capacity mechanism,at least in part. A mechanism which isheavily demanded by one process essentiallybecomes less available for other processes.Thus, if a reader requires considerableprocessing capacity to decode a single word,his processing capacity is less available forhigher order integrated processes—for ex-ample, memory for the just previouslycoded word may suffer, memory for thepreceding phrase may decrease, and thesubject's ability to "predict" what he is yetto encounter on the printed page maydiminish.There is evidence that skilled compre-henders have basic word skills that aresuperior to those of unskilled comprehenders.For example, Katz and Wicklund (1971)found differences between good and poorcomprehenders for a word-scanning task inwhich children had to decide whether atarget string of printed words contained apreviously presented key word. Good com-prehender s were faster at thi task thanwere poor comprehenders. However, in asimilar scanning task involving letters, Katzand Wicklund (1972) found no differencebetween reader groups. Thus, at least for461

Abstract: WHEN an object such as a chair is presented visually, or is represented by a line drawing, a spoken word, or a written word, the initial stages in the process leading to understanding are clearly different in each case. There is disagreement, however, about whether those early stages lead to a common abstract representation in memory, the idea of a chair1–4, or to two separate representations, one verbal (common to spoken and written words), and the other image-like5. The first view claims that words and images are associated with ideas, but the underlying representation of an idea is abstract. According to the second view, the verbal representation alone is directly associated with abstract information about an object (for example, its superordinate category: furniture). Concrete perceptual information (for example, characteristic shape, colour or size) is associated with the imaginal representation. Translation from one representation to the other takes time, on the second view, which accounts for the observation that naming a line drawing takes longer than naming (reading aloud) a written word6,7. Here we confirm that naming a drawing of an object takes much longer than reading its name, but we show that deciding whether the object is in a given category such as ‘furniture’ takes slightly less time for a drawing than for a word, a result that seems to be inconsistent with the second view.

Abstract: ROSINSKI, RICHARD R.; GOLINKOFF, ROBERTA MICHNICK; and KUKISH, KAREN S. Automatic Semantic Processing in a Picture-Word Interference Task. CHILD DEVELOPMENT, 1975, 46, 247253. While semantic development has been alleged to proceed slowly, reading instruction begins early in the child's school career. Yet to date, little research has been addressed to understanding how beginning readers extract meaning from the printed word. This paper reports 2 experiments which measured latencies in a picture-word interference task to assess semantic processing. Results suggest that picture-word interference is partly semantically based and that children and adults experience an equivalent amount of semantic interference. The results are interpreted as indicating that even by the second grade, children are sensitive to the meaning of printed words.

Abstract: Theoretical linguists have in recent years concentrated their attention on the productive aspect of language, wherein utterances are formed combinatorically from units the size of words or smaller. This paper will focus on the contrary aspect of language, wherein utterances are formed by repetition, modification, and concatenation of previously-known phrases consisting of more than one word. I suspect that we speak mostly by stitching together swatches of text that we have heard before; productive processes have the secondary role of adapting the old phrases to the new situation. The advantage of this point of view is that it has the potential to account for the observed linguistic behavior of native speakers, rather than discounting their actual behavior as irrelevant to their language. In particular, this point of view allows us to concede that most utterances are produced in stereotyped social situations, where the communicative and ritualistic functions of language demand not novelty, but rather an appropriate combination of formulas, cliches, idioms, allusions, slogans, and so forth. Language must have originated in such constrained social contexts, and they are still the predominant arena for language production. Therefore an understanding of the use of phrases is basic to the understanding of language as a whole.You are currently reading a much-abridged version of a paper that will be published elsewhere later.

Abstract: Contents Part One: 1. 2. 3. Part Two: 4. 5. 6. 7. Part Three: 8. 9. 10. 11. Part Four: 12. 13. 14.

Abstract: A behavioral procedure for controlling hyperactivity without inhibiting academic performance is described Using a time-sample observational method, the hyperactivity displayed by three school children was recorded during math and reading classes Concurrently, math and reading performances were measured The study consisted of two baselines, one while the children were on medication and the second while they were off medication A multiple-baseline design across the two academic subject matters was used to assess the behavioral intervention, which consisted of token reinforcement for correct academic responses in math and subsequently math and reading Discontinuation of medication resulted in a gross increase in hyperactivity from 20% to about 80%, and a slight increase in math and reading performance Introduction of a behavioral program for academic performance, during no medication, controlled the children's hyperactivity at a level comparable to that when they were on drugs (about 20%) At the same time, math and reading performance for the group jumped from about 12% during baseline to a level of over 85% correct Each child performed behaviorally and academically in an optimal manner without medication Contingency management techniques provided a feasible alternative to medication for controlling hyperactivity in the classroom while enabling the children to grow academically

Abstract: Why should wait for some days to get or receive the understanding language an information processing analysis of speech perception reading and psycholinguistics book that you order? Why should you take it if you can get the faster one? You can find the same book that you order right here. This is it the book that you can receive directly after purchasing. This understanding language an information processing analysis of speech perception reading and psycholinguistics is well known book in the world, of course many people will try to own it. Why don't you become the first? Still confused with the way?

Abstract: A presentation is given of Meyer's (1974) system for analyzing the organization of information in textual materials. This system is based on Fillmore's (1968) case grammar and Grimes' (1974) semantic grammar of propositions. In addition, the need for such a technique in educational research and practice is pointed out, as well as, comparing Meyer's system to that of three different approaches to prose analysis. Also, the use of the structure of prose in two studies on reading and memory is described. Implications of this structural variable are discussed for other investigations into reading.

Abstract: F Hoyle and J V Narlikar Reading: W H Freeman 1974 pp x + 266 price £7.80 Neither of these authors has shirked controversy in the past and this together with their undoubted ability to write in an attractive way made the review of this book an exciting prospect. I was not disappointed.

Abstract: This project reports on the characteristics of over 3000 children enrolled in Child Service Demonstration Centers for Learning Disabilities in 21 states. The major results of the questionnaire study revealed that: (1) most of the children were in the lower elementary grades, (2) the sex ratio was three boys to one girl, (3) of the children enrolled, approximately two-thirds were rated as reading problems, (4) the median educational retardation was one grade below the mental age reading grade expectancy, (5) the retardation in reading and spelling was one-half grade more than the retardation in arithmetic, (6) the distribution of IQs contained a larger proportion with below average ability than is found in the general population of children, and (7) the resource room was the most commonly used method for the delivery of service. In general, children with learning disabilities are defined by most of the Child Service Demonstration Centers to be those who are below grade in educational achievement, especiall...

Abstract: Early Childhood Experiences in Language Arts: Early Literacy, 8E is a tried and true text that encourages reflective thinking, allows practice of skills, and inspires the collection of ideas for future use. Now in it's eighth edition, the text offers many new features and benefits that will arm students with valuable information they can take directly into a teaching practice: the most current national legislative efforts, and attention to public concern and interest in young children's language and foundational literacy skills. It thoroughly addresses the interrelatedness of listening, speaking, reading, writing, and viewing language arts areas. A high-level view that paints a comprehensive picture of the most important, aspects of teaching early literacy is balanced by the books practical approach providing students with stories, poems, finger plays, and puppetry they can utilize in a classroom setting. They will also learn curriculum for infants, toddlers, and preschoolers, with the theory followed up by deliberate "how-to" suggestions. Cultural diversity is addressed, as well as program planning ideas for English language learners and children with special needs. Rounding out this effective text are student activity sections that encourage student discussion and interaction, plus an Online Companion to encourage discussion, research, and study.

Abstract: going to be taught to decode by means of "linguistic readers." These readers advocate "abstinence from meaning" and "turning away from memory and melody of words-strung-together." Sebesta did not want his son to grow into a "Good Boy Reader," who obeys "'the golden rule of Good Boy Reading: Never skip words and don't ask questions' ... his motives fixed upon pleasing his society through the extrinsic act of deooding." Sebesta's reason was that "reading is a process by which I, his father, find out about something. It is no ballet of the eyeballs to vocal or subvocal accompaniment just for enjoyment of the exercise. To the extent that I benefit

Abstract: : The purpose of this study was to present the research findings of an evaluation of the program at the Academic Remedial Training Division (ART). A summary of the history and curriculum was also reported. Comparisons across years were conducted of average scores for initial and final reading grade levels, the General Classification Test (GCT), Arithmetic Reasoning (ARI), and Mechanical Aptitude (MECH), as well as gains in reading improvement, years of schooling completed, and percentages of successful completion of the first enlistment (effectiveness). The figures indicated that although average aptitude scores remained relatively stable over the years, average final reading grade level scores and average gains in reading increased quite substantially. The percentages of effectiveness ranged from 35.6 percent in 1967 to 60.3 in 1972 for men assigned to ART. The results indicated that the program has helped recruits improve their reading skills. The percentage of subsequent effectiveness of close to 50 percent was lower than the 72.4 percent reported for all sailors.

Abstract: This paper was written for a conference on natural resources, and we were asked to talk about the Club of Rome model, which we had been examining. Having formed a poor opinion of that model, we decided to devote only an initial section to it, and that is written in a polemical style. Those who have had much to do with the world-dynamics debate will understand why we thought it necessary to express ourselves in terms more vigorous than we would usually think proper. Economists are advised that the real content of the paper is in sections 2 and 3, and accordingly recommended to start reading at section 2.