Concludes that (1) when women read advertisements, they screen them through their own personalities, including their personal and family marketing needs, and (2) the process they use to do this depends more on the product advertised and its usefulness than on the advertisement. (FL)

Reports that second-grade students in reading groups that used materials without pictures had faster mean reading times than students who read the same materials with pictures, but did not differ from them in comprehension or achievement. (FL)

Reviews recent research and concludes that it supports a continued and pragmatic developmental analysis of the processes involved in beginning reading. Discusses the instructional implications of this research. (FL)

Examines research on teacher effectiveness and comprehension instructional strategies and proposes six principles for the development of reading comprehension instructional methods and materials. (FL)

Describes some of the ways early adolescents respond to reading and thinking tasks and details the development of procedures for observing and analyzing children as they complete such tasks. (FL)