Discusses a study in which analyses of a set of data relating to the reading achievement of 202 second-grade children showed that both IQ and the amount of reading activity had significant influence on reading ability (as measured by a standardized test). (JM)

Suggests that Russian should be taught largely by reading, rather than through grammar and vocabulary drills. Real reading materials should be used, rather than texts, and grammar should be dealt with through readings concisely and conceptually. Speaking skills can be practiced in many non-classroom situations and in class. (CHK)

A number of professors of English comment on the reading requirements of their departments, the amount of reading done by their students, and the ability of their students to handle the reading load. They also contrast their opinions against past practice and student ability of the 60's and early 70's. (RK)

Many students assessed as being weak in reading comprehension have no reading disability, but are being asked to read material above their language and conceptual levels of competence. (DD)

Describes the reading problem and discusses the present status of competency tests in reading and language, each teacher's role and responsibilities, and the significance of competency tests in shaping curriculum and instructional patterns of the future. (JM)

A review of research concerning reading achievement of prelingually deaf students found that studies comparing signing versus non-signing parents without regard for parental hearing status typically found no relationship between parental method and reading skills. Studies examining specific types of manual communication found a relationship…

Examines the reading and writing concepts of two groups of low literate adults (prisoners and adults in mainstream society). Finds that both groups possess a restricted view of literacy, viewing reading as a decoding task and writing as a handwriting and spelling activity. (MM)

The FRI and GORT tests are reviewed with attention to test rationales and purposes, test development, test administration, and making the purchase choice. Concludes that the FRI is the preferable test. (JK)

A balanced approach to reading instruction favors cultivating reading as a strategic activity that requires intentionality, interest, and motivation on the part of the learner. Includes references. (MD)

Compares typicality effects in recall between good and poor junior high readers to determine the influence of knowledge base upon memory. Results suggest that poor readers have a different knowledge base for familiar categories than good readers and that cognitive differences between them are related to differences in their semantic memories.…

Reports on a survey of third grade children concerning their criteria for good reading. (FL)

Argues that teacher-made worksheets built on basal reader stories can help students' make connections with the stories and provide them with practice of important comprehension skills. Suggests ways to make such sheets. (FL)

Language analysis tasks (segmentation and rhyming) and rapid automatized naming tasks (objects, colors, and letters) were found to tap different linguistics-processing components in both kindergarteners and first graders. Children who could analyze letter names were more likely to be among the better readers at the end of first grade. (Author/BS)

Latent inferential comprehension scores were calculated for fourth-, fifth-, and sixth-grade students in a study that investigated cognitive styles as mediating variables in comprehension processes. (HOD)

Reviews attempts to adequately define dyslexia with a focus on recent efforts at developing a nosology of dyslexia and discusses the neurological basis of reading and severe reading failure with an emphasis on validating evidence provided through brain-mapping procedures and postmortem studies. (HOD)