Indicates that presenting mathematical word problems in abbreviated form is not helpful to either good or poor readers. (FL)

Reports the findings of a longitudinal study of the impact of literacy on the occupations and schooling of students who were judged to be low reading readiness in first grade. (FL)

Concludes that insertion and omission miscues made by either good or poor readers at instructional or frustration levels cause little syntactic and semantic distortion, and that, consequently, time spent coding and interpreting such miscues is probably wasted. (FL)

Indicates that passivity in poor readers seems to be tied to several interrelated factors, including frustrating materials, repeated failures, and differences in teacher treatment of good and poor reading groups. Suggests that direct training can mitigate these problems. (FL)

Examines how both good and poor spellers approach a spelling task. Concludes that good spellers use more spelling strategies and more visual imagery than do poor spellers. (FL)

Suggests that incorporating content area words into the weekly spelling routine by means of the S2RAT technique will challenge high ability students while encouraging those of low ability. (FL)

Points out, by citing a recently completed longitudinal study at the University of Iowa, that children are more likely to discover how reading works and make it work for them if the book is not too hard. (EL)

Reports on a study with slow first-grade readers showing that sight words are better learned in the context of repetitive "predictable" books and language experience approach charts than from stilted preprimers. Argues that the process meshes with the basal program. (FL)