Presents examples of current instructional conceptions, illustrates one way to broaden thinking about teaching, and argues that a lack of such thinking poses its own methodological problems for reading instructional research. (AEA)

Concludes that a structured approach to students' private reading is vital to their reading progress, that children need access to books that will increase their enthusiasm, that they need time for reading each day, and that careful monitoring of all aspects of their reading is essential. (FL)

Using recall for connected discourse processed under three semantic and three orthographic inference conditions as well as a control, hypotheses of superior delayed recall for semantic processing conditions and "reversals" from immediate to delayed recall were tested. (HOD)

Discusses whether the learning of separate subskills is a prerequisite for learning to read and whether the reading process actually is made up of many different skills. (FL)

Reports that research in the field of teacher effectiveness is difficult because so many areas associated with it have not been analyzed. (FL)

Finds that giving students background knowledge of a subject improved their performances on a test of reading comprehension. (AEA)

Reading in postsecondary occupational education is not being effectively addressed. This is due to institutional bias and to an accumulation of myths in support of the bias. Development of sensitivity to vocational reading is needed so that practical strategies for addressing the problems become available to the teacher. (CT)

Using 40 university students, the author studied the effect of a summary on recall of a reading passage. Four conditions were compared: beginning summary on same page as main passage, beginning summary on separate page, end summary, and no summary. Subjects using end and separate page summaries demonstrated greater recall. (SJL)

Describes several studies using television and television technology to assist in teaching reading and reading skills. (JMF)

Research, some of which used the Wechsler Intelligence scales, is reviewed to study generalizations made about reading-disabled children. There are definite subgroups of disabled readers, having different types of problems. Disabled readers should not be treated as a single heterogenous group. (JN)

Reviews the distinction between phonic generalizations and letter-sound correspondences and the research examining their usefulness. Discusses implications from that research regarding the teaching of letter-to-sound relationships to secondary school students. (FL)

Twenty-eight first grade children were taught letter-sound correspondences according to massed and spaced formats. Used a paired associated format that required the children to produce the appropriate sounds in response to visually presented letters. (HOD)

Describes four types of comprehension that have been investigated: microcomprehension, coherence comprehension, macrocomprehension, and elaborative comprehension. Discusses the relationships among these types of comprehension and examines their implications for research and teaching. (FL)

Describes the progress in the development of a modified cloze technique, termed cumulative cloze, which offers greater potential than the traditional cloze task for studying the effects of contextual build-up over units of discourse larger than the sentence. (HOD)

Concludes that high interest reading materials should be included in the reading curriculum since they may allow students to attain higher comprehension levels. (FL)