Investigated the pattern of vocabulary and comprehension scores of average readers in grades two through six to determine whether the percentages of balanced, word dominant, and paragraph dominant readers varied substantially as a function of grade level. (FL)

In an attempt to assess past directions, which may in turn affect current as well as future reading concerns, four representative IRA (International Reading Association) national conventions, spaced at five-year intervals (1962, 1967, 1972, and 1977) were selected for an in-depth analysis. (HOD)

Concludes that there is a relationship between auditory closure and reading and that the relationship is educationally significant. (FL)

Concludes that intensive phonics teaching produces greater beginning reading achievement than do reading programs that deemphasize phonics teaching. (FL)

Examines biographies presented in five of the most popular basal reading series. Finds that the great majority of the biographical selections appeared in only one series. Concludes that there is no core of agreement about who receives biographical coverage in basals. (RS)

Argues that reading teachers at the secondary level must become more active in reading research. (RB)

Reports a study which compared results obtained from two methods of data collection used to evaluate children's reading interests--the annotated titles approach and the approach using children's reactions to books they have examined. (JM)

Compares the terminology used in three different computerized search services--CIJE, LLBA/Online, and PsycINFO--and shows how the choice of terminology used by them impedes retrieval. Suggests compensatory measures. (FL)

Discusses the developmental and testing of an instrument to evaluate secondary school reading programs. Presents the instrument. (FL)

Concludes that students' vocabulary scores improved significantly and their comprehension scores declined significantly over a three-month summer vacation period. (FL)

Examines some of the significant research in the area of learning modalities, analyzes the findings of this research, and discusses the implications of reading research as it relates to reading instruction. (RB)

Reviews research dealing with creativity as it applies to the process of reading. (FL)

Defines direct instruction, reviews research analyzing its characteristics and offers reflections on direct instruction of reading comprehension. (FL)

Using first- and second-grade students, this study examined the use of sentence contexts for word identification by beginning readers. (HOD)

Examines the scoring and interpretation practices of well qualified reading specialists in oral reading. (RB)