The author, a college professor, cites specific instances in which his students misread examination questions. He considers his role in dealing with college students who have such poor reading ability. (SJL)

Once bilingual students have reached an elementary level of reading competence in their second language; a step-by-step procedure can be followed to improve their reading skills through exercises and techniques which develop reading speed, vocabulary, and comprehension. (SB)

Reports that in a low-risk reading lesson activity, individual differences among students appeared as a function of the type of verbal interaction pattern or "register" with their teacher, while in a high-risk standardized test condition, individual differences appeared as a function of reading ability. (Author/MKM)

Reports research results suggesting that teachers need to assess several facets of reading comprehension, such as vocabulary, comprehension of passages, and speed of reading, in order to obtain an adequate picture of students' reading skills. (AEA)

The relationship between writing and reading linking prescriptive and contrastive rhetoric, textual discourse analysis, ESP text research, and psycholinguistics and reading is examined. The chief axioms stressed for writers are planning and using discourse devices. How these can be translated into reading strategies is demonstrated. (PMJ)

In a six-week study involving seventh- to ninth-grade students in a summer corrective reading program, neither the holistic nor the subskill treatment had a significant advantage in improving student reading comprehension or attitude toward reading. (JT)

Summarizes types of reading research studies reported in 1970 and in 1980, describes the establishment of the Center for the Study of Reading at the University of Illinois, and notes a research trend away from the testing of programs and toward the development of principles. (ET)

A review of interactive models of reading combined with the assumption of compensatory processes indicates that compared to poor readers, good readers appear to have superior strategies for comprehending and remembering large units of text and are superior at context-free word recognition. (MKM)

Reviews literature in applied linguistic and reading methodology and outlines a suffix-grammar as it is used in a reading course in Latin. The principles of the grammar are discussed and an example of its application in the reading course is given. (Author/AMH)

A study designed to assess knowledge of biostatistics and epidemiology relevant to medical literature and administered to internists and medical house staff at a teaching hospital is assessed. The results of the study suggest that knowledge of basic biostatistics and of study design is important for reading medical literature. (Author/MLW)

Scholastic Aptitude Test verbal, reading comprehension, and vocabulary scores are similar to the Nelson-Denny total, reading comprehension, and vocabulary scores. Correlation coefficients developed from these comparisons, when viewed as validity coefficients, are moderately high. (Author)

Overall findings of this meta-analysis reveal small effects of adjunct pictures on reading comprehension. No advantage was found when traditional v nontraditional text settings were compared. Line drawings seem to facilitate comprehension and color pictures seem to have a greater effect than black and white pictures. (Author)

Explored the relative effectiveness of four modes of delivery (live, video-audio, audio, and manuscript) on content retention among Black college students. Did not find significant differences in retention among the four experimental groups. Attributes the absence of differences to the small amount retained in general. (GC)

In these studies, the structured content overview positively affected students' upper and lower level comprehension scores as compared to either vocabulary preteaching or control (no prereading) treatments. Vocabulary preteaching appeared to be more important with science than with history materials. (Author/SJL)

Three experiments (which used adults and 14-year-old children) studied the congruence between textual input at encoding and output in the form of memory reproductions. Results verified a very close correspondence between encoding and retrieval regarding hierarchically structural operations on the information in simple stories. (AN)