Suggests that the popular and simple readability formulas may not be accurate enough to predict the instructional materials best suited to the reading abilities of secondary school students. (FL)

Reports on a study that explored the thinking of children in three distinct age groups about written and oral communication. (FL)

Details the findings of a survey of 301 first- through sixth-grade teachers to determine the topics they preferred for inservice training in reading. (DD)

Describes a study of classroom interaction by Jules Henry, a noted anthropologist. (DD)

Examines research studies examining children's concept of reading activity and their attitudes about reading. (HTH)

Examines the instantiation hypothesis, which holds that as individuals read, they infer and store contextually appropriate examples for general terms in sentences. Concludes that the hypothesis is appropriate for college readers but not for those in elementary school. (AEA)

Describes the reading in sign language of 25 stories by four young deaf readers. Suggests that the reading processes of the deaf closely resemble those of hearing readers. (AEA)

Forty dyslexic children were given a version of the Stroop test which requires subjects to respond to attributes of a set of stimuli while ignoring the conflicting information that derives from another attribute. A negative linear relationship emerged indicating that greater reading proficiency was associated with less interference. (MKM)

A study of the effects of clause order and explicitness on comprehension of reversible causal relationships revealed that, for fifth graders, explicit-condition groups had a higher level of comprehension of causal relationships than did implicit-condition groups. For college students, both explicitness and clause order were significant factors in…

The paper describes a method of estimating a person's oral reading rate from a small sample (a short sentence) of his speech. Reading rate was obtained by measuring the speaking portion of a considerable amount of reading, and dividing it by the number of phonemes in the material. (Author/PHR)

Concludes that inferential reading test questions are as likely to be passage dependent as factual test questions. (MKM)

Briefly summarizes the applications and implications of computer-assisted instruction, computer-managed instruction, and computer-based resource units. Other computer applications and research are discussed. (JD)

A test of graphicacy was developed, administered to third- through fifth-grade schoolchildren, and scored using the Rasch model. Third-grade children were much poorer at reading graphs than fourth- or fifth-grade children, but the differences between these latter two groups were modest. (Author/JKS)

Reports on a teacher education class's attempts at producing reading games for children, which showed that while teacher-made games may be useful, in the long run commercially produced games may be better. (FL)

Presents evidence for the validity of a scale of questions that reflects levels of difficulty in reading comprehension. (FL)