Calls into question the assumptions (1) that those who read unfamiliar text use analytic processing more than do those who read familiar text and (2) that introspective reporting interferes with comprehension. (FL)

Notes that major changes have occurred in the factors investigated and the data collection procedures employed in teacher effectiveness research and that the generalizability of significant findings continues to be limited by methodological and experimental design problems. (FL)

Finds no significant differences in the ways Chicano adolescents and librarians from Anglo and middle class backgrounds perceived the same sample of Chicano adolescent literature. (HOD)

Addresses the question of the relative contributions of surface word forms and root morphemes in word representation and recognition. (FL)

Reports on a study that investigated the relationship between intonation in oral reading and reading comprehension of Black West Indies college students. Concludes that there were no significant relationships and outlines procedures for future research. (FL)

Reviews the research on the relationship of metacognition to fluent reading and offers techniques for developing knowledge of and fluency in reading. (AEA)

Describes a study that analyzed 273 responses to test words in context to determine which word identification strategies were being used by students who made gains in remedial reading classes. (FL)

Defines reading as a psycholinguistic process. Discusses research into the application of models of native language reading to the processes of second language reading which suggests that there are positive correlations between reading ability in native and target languages. Presents practical applications of this research to teaching reading in a…

Reports on a study that investigated the effect of readers' abilities to be creative on their abilities to make inferences in reading prose passages. (FL)

Notes that the Soviet Union has seen its own great debate about reading methods and that, in its most recent stage, linguistics and research have played a role. Reviews the development of reading instruction in that nation. (FL)

Concludes that elementary and secondary school teachers generally disagree with the underlying tenets of the psycholinguistic theory of reading instruction. Discusses strategies for implementing effective inservice from a psycholinguistic perspective. (FL)

Concludes that (1) knowing whether we comprehend as we read is indispensible to the process of understanding itself; and (2) without self-monitoring, there can be little textbook learning and even less hope for informed participation in democracy. (FL)

Describes more than 40 sources for locating information of interest to reading teachers and other specialists. Contains an extensive bibliography. (FL)

Lists 1975-1976 books which are of interest to the older adolescent and reflect several noticeable reading trends. (DD)

Suggests that teachers of reading would be in error to suppose that the displacement of regular methods of reading instruction in their classes by music activities will produce exceptional gains in skills. (Author/RB)