Investigates relative effects of three modes of prereading assistance upon seventh graders' comprehension of a prose selection. (TO)

Analyzes the concept of literacy for the purpose of identifying the parameters that must be specified in literacy definitions, identifies related measurement problems, and describes literacy assessment procedures currently available. (RB)

Describes thirteen reading vocabulary lists and draws comparisons between the Harris-Jacobson list and twelve other lists, finding a high degree of agreement on the most common 2,000 words but considerably less agreement on the reading levels and relative frequencies. (RB)

Discusses what studies of i.t.a. throughout the past eleven years have revealed for teachers and researchers in the field of reading. (TO)

Explores factors that influence readability and a reader's ability to process information. (TO)

Recommends improving the research methodology as a prerequisite for establishing criteria to study the prevalence of reading difficulties in the early stages of reading instruction. (RB)

Tests the hypothesis that there is reason for teachers to be concerned with the interrelation of audience conditions, the probability of success, and the degree of fear of failure influencing reading persistence in boys. (Author/RB)

A study tests the hypothesis that knowledge of literary devices aids students in the interpretation of literature, and therefore, reading comprehension. (RB)

The transfer phenomena observed in adults do not universally generalize to the pre-reader and training in phonic blending is necessary in order for phonic-letter training to yield positive transfer to a word-reading task. (RB)

Argues that the ability to formulate mental images is an important but often neglected aspect of the reading process. (RB)

Examines the efficacy of motivational conferences for problem readers in a secondary school situation. (RB)