Describes a program that surveyed the extent of reading problems among 11,311 children in 12 rural Georgia school systems, employed remedial instruction with the most severely disabled, and reported significant gains made after a 9-month period. (MD)

Measures the effects of tape recordings alone, tape recordings and printed texts, and printed texts alone on the comprehension, oral reading, and vocabulary abilities of eighth-grade students and reports no significant differences with any method. Bibliography. (MD)

Reports an Ohio study of 132 sixth-grade pupils from low and middle socioeconomic levels which found (1) that middle socioeconomic-level students performed better than low on all measures of language ability and (2) that middle socioeconomic students approached language tasks in a way which did not require thinking process changes, but that low…

Reviews results of previous studies and describes projected studies designed to suggest input variables related to reading and to provide further knowledge of phoneme-grapheme relationships in reading. Bibliography. (MD)

Eight studies that explored the effects of vocabulary instruction on subsequent reading comprehension found an increase in work knowledge but only a few studies reported any reading comprehension improvement. Methodological and instructional differences across studies are examined in an attempt to account for the different results. (Author/PN)

In two experiments, high school students read and listened to either a signaled or nonsignaled expository passage. Signals consisted of preview sentences, underlined headings, and logical connective phrases. Results indicated a pattern in which the signaled groups performed better on recall of conceptual information and on generating high quality…

Reviews recent reading research and points out several implications for classroom reading teachers. Uses T. C. Standal's descriptive model of reading as a framework in which to present the research. (FL)

Describes a reading battery that was assembled to advance study and definitions of reading maturity. Factor analysis shows the battery to have greater implicit construct similarity to a popular taxonomy and diagnostic system than conventional measures typically address. (FL)

Defines literacy as an equilibrium between the achievement of the person and the demands of the context in which the person is situated. Suggests that understanding this equilibrium is the first step in developing realistic educational programs. (AEA)

Reviews the literature concerning cognitive style and its effects on reading. (FL)

Results of a study of the reading rate of 435 students varying from grade four through college support the theory that individuals typically read at a constant rate rather than adjusting their rate to the difficulty level of the material. (AEA)

Discusses the generalizability of educational research and uses the area of main idea comprehension to illustrate how a line of research can be overgeneralized and lead to unfounded conclusions and pedagogical implications. (FL)