Describes a study conducted by Ron Carver that compared the reading rate and comprehension of speed readers with superior readers. (HOD)

Reports on a study that compared the use of the cloze procedure with an oral reading test to assess students' reading abilities, concluding that teachers could use cloze to place students in content area textbooks.(HOD)

Examines eight years of reading test scores of entering college freshmen and analyzes the data, taking into consideration relevant contributing factors and testing trends. (HOD)

Compares Charles Peters's Content Processing Model with another content area reading model and argues that critics have overlooked a substantial flexibility within the models. (HOD)

Examines data from the 1979-80 National Assessment of Reading that reveals that television as external stimulation is beneficial to some groups of students yet detrimental to others. (HOD)

Reviews the research on reading achievement for the last 50 years and concludes that anyone who knows that literacy is declining is ignoring the data. (RB)

Examines the various forms of cloze used to test reading comprehension and reviews norms for validity for structuring tests. Offers a set of comparisons of cloze with ordinary reading situations that reveal their similarities and differences. (HTH)

Examines the differences between divided and alternating patterns of comparison-contrast text structures and reports on the effects these patterns exert on the performance of college developmental readers. Concludes that the type of comparison-contrast structure does not significantly effect comprehension and that, overall, developmental readers…

Compares twelfth-grade students' performance on the Scholastic Aptitude Test (SAT) with their performance on the Metropolitan Achievement Test 1: Reading Survey or the Degrees of Reading Power Test, concluding that the findings challenge the notion that low SAT scores indicate a lack of basic reading skills. (HOD)

Supports the argument that there are differences between the reading strategies of children and adults and suggests that pedagogy can take these into account to make adult basic education programs more effective. (AEA)

Participation in any one of four types of composition courses or two types of reading methods courses failed to increase college students' reading comprehension or vocabulary development or to change their attitudes toward reading or writing. (MKM)

In a six-week study involving seventh- to ninth-grade students in a summer corrective reading program, neither the holistic nor the subskill treatment had a significant advantage in improving student reading comprehension or attitude toward reading. (JT)

Compares how readers in Hungary and Finland approached selected novels. Finds that the reading of fiction plays different roles in the two societies; different styles are preferred; and readers approach the same book from a different perspective. (SR)

Draws on selected ERIC resources to suggest dominant features of two approaches to beginning reading: systematic phonics and whole language learning. (HOD)