Abstract
Summary.— The use of syntactic, semantic and graphemic information by 52 readers in the first and second year of junior school was examined by means of a cloze task and an error‐detection task. The results from both tasks indicated that there is greater use of all three types of information in the second year compared with the first year, and by good readers compared with poor readers. No evidence was found for an inverse relationship between the use of contextual and graphemic cues. The use of semantic information is initially less effective than that of syntactic information, but increases to equal it by the second year. The children's pattern of responding in relation to grammatical classes was similar to that found in adults.
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