Critically reviews studies related to readers' anticipation of semantic, syntactic, and spatial features of text in the light of current theories of reading. Concludes that the class of interactive models, which conceive simultaneous bottom-up and top-down processing, are most consistent with available evidence. (AA)

Suggests that content reading strategies should be validated by research. (MKM)

Reports on a study indicating that the relationship between the reading habits of adolescents and their parents is not a strong one. (MKM)

Reviews research, much of it conducted by the Center for the Study of Reading, on the role of schemata in the process of reading comprehension. (MKM)

Draws from 15 documents indexed in the ERIC system in order to demonstrate ways to build positive attitudes toward classroom reading tasks. (DD)

Hypothesizes that cloze easiness is a measure of information and tests this theory against a reanalysis of earlier data on cloze test performance. (AA)

Discusses the relationship between reading and listening skills; cites five factors that can have a negative effect on this relationship. (MAI)

Subjects named pictures on which words or nonwords were superimposed as distractors in this study designed to test whether the meaning of printed words is perceived directly or by means of phonetic recoding. (HOD)

The reading storage test and the paraphrase test were compared to determine the extent to which each test was sensitive to the comprehension of prose passages as opposed to word memorization. (HOD)

Examines the importance of consistency of letter-sound patterns in beginning reading instruction. (HOD)

The occurrences of beginning reading strategies outside of official classroom reading time reveals that children are more advanced in reading development than is generally assumed from the curricula, the materials, and tests usually given to first graders. (JD)

Discusses important reasons why children fail to read in the primary grades, examines two critical stages in learning to read as well as the goals and emphasis each require in instruction, and suggests an effective educational prescription for helping children become good readers. (RK)