Reports on a study that found people could follow instructions from flowcharts or lists more quickly and accurately than from prose. (HOD)

Reports on an investigation of the effect of syntax on the comprehension of written English by Thai college students who have studied English as a foreign language. (HOD)

Argues that readability formulas accurately predict how easily a passage will be understood by considering sentence length and word difficulty. Claims that the misuse of readability formulas as writing guides is responsible for much of the criticism. Challenges the critics to come up with something better. (RS)

Raises doubts about the validity of readability formulas. (RB)

Presents a three-stage process for teaching the logical relationships that exist in paragraphs to aid high school students in differentiating main ideas from subordinate statements. (MKM)

Suggests using visual cues such as boldface type, indenting, and color coding to help students identify important words in sentences and relationships between sentences. (MKM)

Describes a revised readability formula for Vietnamese that differentiates between Vietnamese and Sino-Vietnamese compound words and discusses its validity and reliability. (HOD)

Discusses background information about the deaf that may be useful to reading teachers working with older deaf students; suggests additional sources of information on sign language and reading instruction for the deaf. (MKM)

Describes a methodology for teaching the complex prose structures common to nineteenth- and twentieth-century literature. Identifies modifying structures, conditional structures, and periodic sentences as stumbling blocks for students. Argues that students should be taught the effect of these structures on the meaning of both the sentence and the…

Teachers share learning activities and experiences that involve the writing of letters of famous people, the value of American literature in Nigeria, and the manipulation of expository prose through writing exercises. (HOD)