Describes a study in which one of three neutral contexts inhibited word recognition, indicating that interpretation of context effects depends largely on the kind of neutral context employed. (HTH)

Describes an original and a follow-up survey indicating (1) that reading professors differ as to which studies they would cover in a reading research course--a consensus was indicated for only one study; and (2) four general approaches to teaching reading research courses--textbook, topical reading, specific studies, and student interest. (HTH)

Examines the characteristics of students showing signs of deficiency in their reading performance at 16+. Reports on a research study which concludes that reading failure at 16+ is related to the incidence of two or more adverse characteristics. Identifies and investigates some of these characteristics. (RKM)

Investigates whether college readers are aware of their performance following multiple-choice comprehension tests. Certainty ratings were more consistent with students' actual performance for opposites and analogies than for comprehension test items. (SR)

Reports a study intended to examine whether there is a relationship between reading ability and the size of the visual units attended to during visual word processing. Concludes that both good and poor readers read holistically but that poor readers are deficient in analyzing a word's components. (JAD)

Views purpose in writing as a complex web of meaning which writers build and which readers in their own, independently constructive way infer. (JAD)

Summarizes the history of, and theory and research in, reader response approaches to teaching literature. Proposes an instructional process employing response-based teaching. (MM)

Presents a question-and-answer dialogue in which the author thinks about the queries he received or wished that he had received during the past year. (JD)

Provides suggestions for using transactional theory, which stresses the importance of interacting with text, in teaching literature at the secondary level. Lists seven principles for teaching that are inherent in transactional theory. (SKC)

Recounts in an amusing style that a colleague of the author has served as his "muse" by sending him materials on reading instruction that might be of interest, and that she often was not amused at how he used her input in his columns. (SKC)

Discusses practice reading and the pause, prompt, and praise remedial reading procedures used with low-progress readers of primary school age. Results are discussed in terms of the interactive social contexts provided by the two procedures and of the opportunities for reciprocal gains in skill between reader and tutors. (Author/BSR)

Argues that a problem with the storage and conduit metaphor lies in its attention to representational knowledge while giving little attention to cognitive knowledge. (JC)

Reports on a study which examined reading lists of Native and non-Native students in one Alaskan school to determine whether Native children prefer books about Alaskan people. Findings indicate that both groups choose high quality books, regardless of cultural content. (ARH)

Reports on a longitudinal study which found that letter-naming speed was strongly associated with subsequent progress in reading for kindergarten children but not for second grade children. Suggests that code emphasis should not be overlooked in beginning reading. (ARH)

Reports on a survey which indicates that classroom teachers rarely use the Informal Reading Inventory--a diagnostic and placement instrument for reading comprehension long recommended by teacher trainers. Suggests that teacher trainers focus on other more efficient means of obtaining reading diagnosis. (ARH)