Highlights the benefits of developing students' skills in grouping text into syntactically appropriate units as a way of addressing reading problems and increasing proficiency
Get full access to this article
View all access options for this article.
References
1.
Allington, R. L. (1983). Fluency: The neglected reading goal. The Reading Teacher, 36, 556–561.
2.
Fleisher, L. S., Jenkins, J. R., &Pany, D. (1979). Effects on poor readers' comprehension of training in rapid decoding. Reading Research Quarterly, 15, 30–48.
3.
Gerell, H. R., &Mason, G. E. (1983). Computer-chunked and traditional text. Reading World, 22, 241–246.
4.
Gough, P. B. (1985). One second of reading. In H. Singer, &R. B. Ruddell, (Eds.) Theoretical models and processes of reading (3rd ed., pp. 661–686). Newark, DE: International Reading Association.
5.
Harris, A. J., &Sipay, E. R. (1990). How to increase reading ability (9th ed.). New York: Longman.
6.
Just, M. A., &Carpenter, P. A. (1987). The psychology of reading and language comprehension.Boston: Allyn &Bacon.
7.
Kleiman, G. M., Winograd, P. N., &Humphrey, M. H. (1979). Prosody and children's parsing of sentences (Tech. Rep. No. 123). Urbana: University of Illinois, Center for the Study of Reading.
8.
LaBerge, D., &Samuels, S. J. (1985). Toward a theory of automatic information processing in reading. In H. Singer, &R. B. Ruddell, (Eds.) Theoretical models and processes of reading (3rd ed., pp. 689–718). Newark, DE: International Reading Association.
9.
Mason, J. M., &Kendall, J. R. (1979). Facilitating reading comprehension through text structure manipulation. The Alberta Journal of Educational Research, 25, 68–76.
10.
O'Shea, L. J., &Sindelar, P. T. (1983). The effects of segmenting discourse on the reading comprehension of low- and high-performance readers. Reading Research Quarterly, 18, 458–465.
11.
Perfetti, C. A. (1986). Continuities in reading acquisition, reading skill, and reading disability. Remedial and Special Education, 7(1), 11–21.
12.
Rasinski, T. V. (1989). Adult readers' sensitivity to phrase boundaries in texts. Journal of Experimental Education, 58, 29–40.
13.
Rasinski, T. V. (1990). The effects of cued phrase boundaries in texts.Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills. (ED 313–689)
14.
Rasinski, T. V., Padak, N. D., &Dallinga, G. (1991). Incidences of difficulty in reading fluency.Paper presented at the annual meeting of the College Reading Association, Crystal City, VA.
15.
Rumelhart, D. E. (1985). Toward an interactive model of reading. In H. Singer, &R. Ruddell, (Eds.) Theoretical models and processes of reading (3rd ed., pp. 722–750). Newark, DE: International Reading Association.
16.
Schreiber, P. A. (1980). On the acquisition of reading fluency. Journal of Reading Behavior, 12, 177–186.
17.
Schreiber, P. A. (1991). Understanding prosody's role in reading acquisition. Theory into Practice, 30, 158–164.
18.
Schreiber, P. A., &Read, C. (1980). Children's use of phonetic cues in spelling, parsing, and–- maybe–-reading. Bulletin of the Orton Society, 30, 209–224.
19.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
20.
Stevens, K. C. (1981). Chunking material as an aid to reading comprehension. Journal of Reading, 25, 126–129.
21.
Weiss, D. S. (1983). The effects of text segmentation on children's reading comprehension. Discourse Processes, 6, 77–89.
