Discusses the problems that exist when organizational policies are written on a reading level which is inappropriate for the intended employees. Management must assess and adjust readability levels of policies and procedures, write policies in a clear manner, provide background, define terms, improve supervisor development, and use trainers more…

Reviews the literature concerning informal reading inventories and discusses a number of issues related to them, including question choice, scoring criteria, and allowable miscues. Offers guidelines for constructing and using the inventories. (FL)

Examined short-term coding and retention processes in normal and disabled readers at two grade levels (third/fourth grade and sixth grade). Differences were found in processing the identities of letters in briefly exposed multiletter array. No developmental or reader-ability differences were observed in recalling the position of an item in the…

In a comparison of normal readers and dyslexic readers who had been less successful with other late developing rules of oral syntax, both groups demonstrated knowledge of the rules for interpreting adjective complements. The only major difference was that the dyslexic readers were less likely to perform without error. (Author/MJL)

Characterizes the intermediate second language learner, taking into account the Gestalt nature of language. (HOD)

Reviewed studies that used methods of brief lateral visual presentation of linguistic stimuli to investigate asymmetry of organization in the cerebral hemispheric functions of both normal and poor readers. Most studies failed to demonstrate that both groups approach the given tasks in the same way. (Author/DB)

The results were interpreted as support for the view that oral and written language are interactive in their development, and that young children come to school with some reading abilities. For related information see EC 132 758-768. (Author)

Forty-eight physically handicapped students in grades 1 through 6 were compared on the basis of their comprehension of talking book materials played at three rates. An analysis of covariance with repeated measures found a significant difference in favor of expanded speed over compressed speed; but neither resulted in comprehension significantly…

Claims that teaching reading is one of the responsibilities of social studies teachers and suggests that teachers can incorporate reading into their regular instruction by knowing reading levels of student and textbooks, providing supplementary reading materials, and working with reading specialists. Journal available from The Social Studies…

Findings from a study of Black third grade children in Washington, D.C., show that the production of certain Black English and standard English features in a school setting were minimally associated with the oral reading, silent reading, and listening comprehension levels of these students. (Author/EB)

Argues that the extent of a child's sense of story influences the child's prediction of syntax and comprehension. Suggests ways for teachers to encourage children to develop their sense of story. (RL)

Conditions were examined in which second and third graders used context to identify words. The data indicated that good readers were predominantly text-driven, while poor readers used more context clues. (MKM)

Answers questions most frequently asked about the cloze procedure; suggests using cloze exercises to gauge the suitability of reading materials, showing how the technique taps meaning derived from text and indexes both textual reading difficulty and students' comprehension ability. (AEA)

Claims that writing systems that constitute a species of graphic systems, such as pictures and charts, are distinctive in that they bear a direct relation to speech. Argues that writing serves as a model for various properties of speech including sentences, words, and phonemes. Concludes that literacy contributes to conceptual structure of…

Discusses Web-based science instruction for deaf students and the need to be aware of factors such as reading ability, motivation, and the need for visual reinforcement of science content. Summarizes three empirical research studies related to earth science, chemistry, and physical science instruction for deaf students. (Author/LRW)