Reports that students who were reading below grade level were better able to learn words they chose to be taught than words the teacher chose to teach them. (Author/FL)

Reports that first grade children could be taught auditory perceptual skills, but that this training did not have a significant effect on their reading achievement. (Author/FL)

Reveals that oral syntactic control had the greatest direct effect upon deep structure recovery among Black second grade children. (FL)

Concludes that oral reading should be encouraged as a possible means of improving the comprehension of disabled secondary school students. (FL)

Reports that, when challenged with interesting reading materials, superior elementary school students demonstrated "reserves" of reading comprehension power--an affect not found in average readers. (FL)

Reports on a study that investigated secondary school teachers' knowledge of reading and examined six factors that may have contributed to that knowledge: (1) inservice, (2) experience, (3) teaching level, (4) college coursework in reading, (5) field of specialization, and (6) sex. (FL)

Analyzes recent realistic fiction for children produced in the United States in terms of ethnicity, stereotyped behavior, and themes. Concludes that the sample did not reflect equivalent treatment of males and females nor the culturally pluralistic makeup of U.S. society. Provides an annotated bibliography of the books analyzed. (Author/FL)

Describes an investigation that showed that abbreviations in classified ads are difficult to comprehend and suggests that instruction be given in understanding abbreviations as a real life reading skill. (MKM)

Examines the implications of a recent research study on instruction in reading comprehension. Applies the seminal findings of the study to improving classroom reading instruction. (HTH)

The behavior of 22 nonproficient college readers in a critical reading situation was investigated by examining the criteria they used to evaluate the usefulness of an expository passage as a source of information for a report. Results indicated that they focused too heavily on factual content. (MKM)

Provides a survey to test teachers' affective responses to reading research. (MKM)

Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully to demonstrate that the orientation readers take while reading a passage influences the specific information that will be retained from that passage. (HOD)

A study of four methods of teaching vocabulary--an association method and methods using categories, context, and dictionaries--indicated that the context method was the most successful. (DD)

Reports on an examination of intermediate level basal readers in eight series, concluding that they reflect reasonably well the interests of intermediate children. (DD)

Discusses the rationale for sustained silent reading, suggests methods for implementing it, reports on studies showing its positive effects, and notes problems and benefits involved in sustained silent reading programs. (DD)