This paper reviews research efforts directed at identifying perceptual and cognitive components in reading and their dysfunction in disabled readers. The data can be accounted for by the complementary models of Hochberg (1970) describing peripheral and cognitive search guidance and LaBerge and Samuels' (1974) notions of developing automaticity. Disruption in the processing sequence is identified, and a compensatory training technique for the reading disabled is described. This technique improves sight vocabulary, reacquaints the reader with rewards of text, and tends to normalize the oculomotor system, and it is also simple to use.
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