Suggests that the work of reading researchers may be ineffective because it lacks a practical impact on teacher educators or classroom teachers. (AEA)

Reviews "Comprehension Instruction: Perspectives and Suggestions," by Gerald G. Duffy, Laura R. Roehler, and Jana Mason. (FL)

Concludes that teachers tend (1) to have a restricted view of what constitutes reading research; (2) to believe reading research has a multiplicity of functions; and (3) to have positive attitudes towards such research. (FL)

Studies are reviewed on the interactive-compensatory model of reading, which explains developmental and individual differences in the use of context to facilitate word recognition. One major implication reported is that, with context adequately instantiated, less-skilled readers utilize context to facilitate word recognitions as much, if not more,…

Comments on points raised in June Phillips' paper, "Practical Implications of Recent Research in Reading." These points are: successful comprehension of any reading selection depends upon three interrelated factors; reading should be thought of in terms of stages and purposes; and teachers should use reading selections to incorporate a…

Argues that teachers should know something of the range and depth of the work done by researchers in defining the term dyslexia, and presents a review of the various theories concerning the disorder. (FL)

Discusses different types of reading program evaluation. (FL)

Argues that critical thinking and problem-solving skills do exist in primary grade students, that they can be measured, and illustrates how. (RB)

Many of the award winning Newbery books have a readability level at the upper elementary grades. (JH)

One of four International Reading Association award-winning dissertations from 1975. (RB)