Reports the results of pilot testing the use of a scale of cognitive clarity for beginning readers based on the writings of John Downing. (AEA)

Describes the research done at the Center for the Study of Reading at the University of Illinois. (AEA)

Examines the reading processes of dyslexic children and discusses schema theory and story grammar, two concepts popular with those who espouse the top-down model of the reading process. (HTH)

Re Quest, a questioning strategy suited to upper primary grades, was found to arouse children's interest, improve their questioning ability, and increase their comprehension scores. (RBW)

Examines research studies examining children's concept of reading activity and their attitudes about reading. (HTH)

Argues that without an understanding of language as a social process, teachers can confuse "procedural display" with actual literacy learning. Critically examines learning through interaction using the whole language approach and shared reading with Big Books and other texts. (RAE)

Reports the results of a study conducted to see if rewriting content material for greater readability would help students reading below grade level. Sees possible value to such an approach. (JL)

Indicates that there has been an increase in the standard of reading for meaning for fifth grade pupils in Australia between 1946 and 1971. (TJ)

Analyzes a commercially marketed reading comprehension kit and concludes that the multiple-choice comprehension questions assessed students' test-wiseness and general knowledge rather than their comprehension of the passage to which the questions referred. (AEA)

Presents results of a study of two-level reading books; concludes that it seems worthwhile to use two-level readers experimentally in schools. (AEA)

Argues that the phoneme is a meaning-bearing unit--not a sound--and must be used in conjunction with semantic and syntactic information. (AEW)

Reports on naturalistic research studies revealing that children begin to learn to read and write long before they go to school. (JL)

Reports a study of children's responses to a passage-dependent reading comprehension test. (HTH)

Discusses children's responses to questions concerning their attitudes about reading, libraries, school influence on reading habits, and tells how adults can help children to read. (HTH)

Discusses how teachers can plan time for talking with their students. The techniques proposed are circle time, where the students sit in a circle around the teacher and talk about reading, and individual interviews, where teachers converse one-on-one for 5 to 10 minutes with students. (SKC)