Surveys the literature concerning remedial reading in the United States, with particular attention to new developments in treatment in the areas of medical, psychological, and education therapies. (Author/FL)

Indicates that within the limits imposed by a one-to-one setting, children taught words by either of two segmented methods performed better in initial learning and transfer than did those children who were given only practice in reading unsegmented words. (FL)

Reports that reading in unison, reading silently, and reading orally to partners were all successful in reducing oral reading errors in primary school students, but that unison and silent reading were more effective at error reduction than was reading orally to partners. (FL)

Reports that learning to identify explicitly the structure of a story does not increase the amount or type of story information that fifth grade students recall. (Author/FL)

Summarizes a study in which third-grade students were asked to read a book passage aloud, then recount as much as they could remember. Results show that overemphasizing accuracy of word pronunciation can actually retard comprehension of material by student. (HTH)

The attention patterns of 64 average readers from two age groups, selected on a high/low socioeconomic basis, were observed during reading lessons. The younger high socioeconomic group and the older low socioeconomic group showed greater attention to reading, as did the older group overall. (HTH)

A study of about 3,000 sixth- and seventh-grade children, conducted by Barbara Heyns, suggests that normal development in reading over the summer requires reading for about one hour a day. (DD)

Indicates that newspapers are as readable today as they were in 1904, although the complexity of language they use has increased. Shows that magazines were significantly more readable than the newspapers published during the same time periods. (RL)

What little research has been done with regard to secondary level remedial reading programs suggests that a whole language approach is beneficial. (DD)

Reports that the McCall-Crabbs Standard Test Lessons in Reading were never sufficiently standardized to justify their widespread use as the basis for readability formulae. (DD)

Reviews studies from the Far West Laboratory for Educational Research and Development, drawn together by David Berliner, regarding the amount of classroom learning time spent on reading, and suggests ways to use time effectively to improve reading achievement. (DD)

Examines the effects of two teaching techniques on college liberal arts majors' ability to solve calculus problems; concludes that instruction involving a modified directed reading-thinking activity followed by peer tutoring may improve problem-solving ability in calculus. (DD)

Presents opinions about current adolescent literature, obtained in an informal survey of professionals dedicated to bringing literature and young adults together. Focuses on nine types of books that adolescents read: realistic novels, humor, mysteries, sports, science fiction, romances, books for minorities, biographies and histories, and poetry.…

Details a study of letter reversals, word reversals, and letter sequence errors made by students in grades 1, 2, and 3 while reading a meaningful text. (FL)

Describes experiments showing that the eye movement patterns of dyslexic children differed from those of normal and backward readers during both a reading and a nonreading task. Discusses possible causes of dyslexia and ways of diagnosing it. (GT)