The narrative review examines the current state of research on reading for pleasure and its relevance in education and personal development. By analysing 22 studies published over the past several years (2014-2022), the authors have sought to identify the key trends and areas of focus within this field. The selected articles have been coded and…

The concept of readability has had a variable history, moving from a position where it was considered as a very important topic for those responsible for producing texts and matching those texts to the abilities and needs of learners, to its current declining visibility in the education literature. Some important work has been coming from the USA…

Those who teach literacy usually accept the idea that reading, writing, and study strategies are developmental. Youngsters develop their literacy from birth on, and, to some teachers, dividing literacy education into steadfast designations such as early childhood, elementary, middle, secondary, and college learning (which may have pragmatic value)…

In this review, the authors interrogate the recent identity turn in literacy studies by asking, How do particular views of identity shape how researchers think about literacy and, conversely, how does the view of literacy taken by a researcher shape meanings made about identity? To address this question, the authors review various ways of…

The purpose of this study was to examine the developmental trajectory of speed and accuracy of words in context and in isolation among skilled, average, and less skilled readers (N = 201). The authors assessed fluency of words read in isolation and in contextual measures in the fall, winter, and spring of 1st grade. They performed a multivariate…

For decades there has been a divide between educational research and practice. Sometimes the blame is placed on teachers for not following research-based strategies or not being trained well enough to read the literature. Just as frequently the blame is placed on researchers for not (a) studying topics important to teachers, (b) writing them so…

Reports results of a short survey of teachers regarding their use in class of books by author Judy Blume, and whether they had experienced controversy surrounding Blume's books. (SR)

DEPARTMENTALIZATION IS A FORM OF GROUPING FOR INSTRUCTION, AN ADMINISTRATIVE METHOD FOR ASSIGNING PUPILS TO TEACHERS IN SOME PLANNED MANNER. SOME PRECEDENTS FOR THE RECENT REVIVAL OF DEPARTMENTALIZATION IN THE ELEMENTARY GRADES ARE CITED. THE FOLLOWING EXAMPLES OF DEPARTMENTALIZATION ORGANIZATION ARE DISCUSSED IN DETAIL--A PROGRAM INVOLVING…

Reports that social studies and science passages containing hedges (such as "perhaps" or "it is possible that") led to greater learning gains than did passages without hedges. Notes that hedges expressed in personal voice, in the second half of a passage, and in low intensity especially increased retention. (JAD)

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

Results of study of response patterns to reading passages showed that not only do we take meaning from print, but we also bring meaning to print. (JM)

Recent studies show that, although graphemic clues are fundamental to reading, older readers can effectively use syntactic and semantic context to improve their perception of word possibilities; the teaching of reading should include helping students increase their use of these supplemental cues. (JM)

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

Notes that guidelines for funding new secondary reading programs are needed and that research is needed to help prepare the guidelines. Cites and discusses pertinent research. (JT)

Describes a study in which students taught by a creative method liked poetry more and understood it better than those taught by a directed method. (DD)