Raises issues about research into the teaching of reading. Encourages readers to use the journal as a forum to pool their experiences and discoveries on this topic. (MG)

Lists criticisms and responses to the i.t.a. (MM)

Reviews 16 reading journals, including subscription information. (DF)

Reports on a study that examined children's understanding of written direct and indirect speech by testing reading comprehension of two passages using cloze tests and referent location tests. Found that children have difficulty in interpreting written direct speech, especially when it contains a variety of pronouns. (ARH)

Results of an informal experiment conducted with five seven-year-olds and three nine-year-olds suggest that being able to infer well from a piece of reading material does not necessarily prevent children from making mistakes at the level of literal comprehension. (GT)

Reviews research findings that suggest the importance of systematic phonics instruction in beginning reading. Cites arguments against phonics teaching and indicates that they appear unsupportable since they are incompatible with research findings and since they make unwarrantedly negative accusations about the kind of teaching that must be used in…

Reviews the literature on reading research published in Britain during 1974. (RB)

Presents information gathered as to how children make use of reading skills and what effects factors in the text, such as vocabulary, syntax, layout, and even illustrations, can have on the child's response. (RB)

Reports on a study that examined the readability of a selection of C. S. E. papers taken from six subject areas. Found that, with the exception of that given in history, the exams did not make excessive demands on the candidates' reading skills. (FL)

Explores the use of microcomputers in readability calculation. (DF)

Finds no relationship between young children's ability to attend to text and to nominate a greater number of purposes for learning to read. (FL)

Considers some research evidence, and extracts from it strategies and techniques that could profitably be used in the classroom. (HOD)

Concludes that, while art activities can be defended as a way of adding variety or diversion in the teaching of reading, the proposition that they have a direct and positive influence on children's learning to read cannot be supported. (GT)