Concludes that college professors who teach preservice reading courses do not agree on what reading terms should be taught, their definitions, or the generalizations to be used in phonic analysis. (RB)

Concludes that further research into the imagery-comprehension relationship in reading is necessary. (RB)

Purposes a reconsideration of the traditional notions regarding reading rate and flexibility (i.e., that the good reader is a flexible reader who adjusts reading rate to the difficulty of the material or the purpose for reading) and suggests that perhaps there is no relationship between reading rate and flexibility. (JM)

Focuses on (1) the disparities between reading and writing instructional methodologies, (2) the misconceptions students seem to draw if these disparities are not brought to their attention, and (3) the recursive relationship between written and oral language. Contrasts the relationships between main ideas and details in reading processes with…

Lists books that a random sample of professors of reading considered important for those completing a master's degree in reading. (GT)

Discusses the use of learning modules as part of a total effort in competency based teacher education programs, examines the major components of teacher education programs, and relates some personal considerations and concerns in the development and use of instructional modules in teacher programs. (RB)