Recent studies show that, although graphemic clues are fundamental to reading, older readers can effectively use syntactic and semantic context to improve their perception of word possibilities; the teaching of reading should include helping students increase their use of these supplemental cues. (JM)

Describes a model that distinguishes seven types of meaning that can function in reading: discoursal, lexical, morphological, propositional, syntactic, rhetorical, and functional. (MKM)

Presents a three-stage process for teaching the logical relationships that exist in paragraphs to aid high school students in differentiating main ideas from subordinate statements. (MKM)

Examines the changes made in the Nelson Reading Skills Test, Forms 3 and 4, noting that the authors of the revised test have strengthened the test by requiring students to define words in context and by adding sections related to phonic skills, word parts, and reading rate. (HOD)