Criticizes a study by Joseph Fusaro published in a previous issue of this journal (see EJ 171 388), saying that it was not based on a realistic expectation that certain knowledge ought to be present among the subjects, that the procedure was not logically consistent, and that aspects of universality were unjustifiably inferred. (TJ)

Presents the findings of a study of the attitudes of classroom teachers toward reading consultants. (DD)

Summarizes the findings of Perry Thorndyke's investigation of knowledge acquisition from newspaper stories. (DD)

A review of recent ERIC materials concerned with textbooks, prose learning, and learning strategies, to determine factors that contribute to learning from textbooks. (DD)

To test the generality of the concreteness/strategy interaction, adult subjects were given concrete and abstract textbook passages to study by using either an imaginal or verbal strategy. (HOD)

Surveys existing measures of affective responses to reading, commenting on the advantages and limitations of both reactive and nonreactive measures. Suggests that more than one measurement should be used to get accurate results. (TJ)

Two experiments offer clear support for an interactive view of sentence comprehension; semantic factors do interact with syntactic factors. (RL)

Describes several ERIC research documents which reported on remedial reading programs. (HOD)

Analysis of metaphor influence upon reading comprehension showed that comprehension of the metaphorical passage was lower than comprehension of the nonmetaphorical passage.

Assesses contributions of specific components of verbal and nonverbal working memory and of phonological awareness to the prediction of reading achievement. Tests 103 primary-age children on phonological awareness, working memory, academic achievement, and verbal intelligence. Finds phonological awareness and measures of working memory predicted…

Uses the error-detection model in an experiment wherein 315 adolescents of low-to-high reading ability monitored and controlled their reading while searching three times through a text. Finds that, in search 1, monitoring increased with age and reading ability; search 3 shows some students had knowledge necessary to monitor more errors but failed…

Examines whether 20 first graders comprehended expository text as measured through an oral retelling of a children's information trade book. Scores, according to a 1-5 scale, the pictures children drew based on the book and their retelling of the text. Finds 18 children scored 3 or better, suggesting that even young children are capable of…