Examines three aspects of individualized reading instruction programs and concludes that, although individual programs vary greatly, every child needs personal attention to progress and grow in ability to read. (JM)

Reviews trends in the types of research submitted to receive the National Council of Teachers of English Promising Researcher Award. (DD)

Investigates the syntactic complexity and vocabulary diversity of books recommended by authorities to be read aloud to children and of "grocery store" books. (DD)

Describes the utilization of graphic cues, by low-achieving college freshmen, in its relation to syntactic and semantic factors. (JM)

Measurement of teacher effectiveness in reading pedagogy is a task that should command far greater attention than it has yet been given. (JM)

Reports preliminary findings of a study (in progress) on the statistical and content validity of eight reading achievement tests. (JM)

Four experiments dealt with integration of semantic information while reading. Reading and comprehension time of two related sentences in a text was analyzed according to their proximity and relation within the text. A model of textual comprehension is proposed. (CHK)

Discussion of conceptual and methodological aspects of reading intervention research focuses on nine specific design limitations of previous intervention research; ways to measure and analyze change as a function of development, treatment intervention and ecological influences; assumptions of individual growth models; and advantages, conditions,…

Evaluates a phonological awareness program by studying 38 kindergarten children: the experimental class received a Danish training program of metalinguistic games and exercises, and two control classes used either a kindergarten reading/writing program or a normal program. Shows that children in the special programs had greater gains in reading…

Provides a personal account of the development of the Eye Movement Contingent Display Control research methodology for the study of perceptual and cognitive processes in reading. Suggests that the usefulness of eye movement techniques for studying human cognition is still in its beginning stages. (RS)

States that reading and written spelling skills for words and nonwords of varying length and orthographic complexity were investigated in normal Italian first and second graders. Finds that reading and written spelling are nonparallel processes and that developmental asynchrony reflects a partial structural independence of the two systems. (PA)