Reviews research which indicates that children should be taught to consider their purpose for reading and should receive feedback on whether they have achieved their purpose. (MKM)

Reexamines Preston's 1962 study of reading achievement of American and German boys and girls in the light of implications the study has had on the literature and compares it with recent studies. (MKM)

Describes a study that examined the relationship between amount of teaching experience and the ability to judge the difficulty levels of reading materials. (HOD)

This study sought to determine if age-related increases in memory for prose are, in part, due to deliberate mnemonic strategies and if older children use the high order relations in prose more efficiently than younger children. (HOD)

Examines the strong vs the weak relationships between word recognition in isolation and in context hypotheses. (HOD)

Evaluates empirically a skill-oriented approach to teaching word attack such as that prescribed by the Wisconsin Design for Reading Skill Development with the desired outcome of functional reading ability. (HOD)

Points out four types of common reading behavior not fully accounted for by two eminent psycholinguists and suggests philosophical, scientific, and practical considerations that could lead to the development of new insights about reading acquisition. (TJ)

Reports the findings of experiments that suggest that much of perception, even to high interpretive levels, is automatic and independent of intention or consciousness, and that the production of words in reading may involve problems that have nothing to do with articulation, even if the words have been identified. (GT)

Presents the findings of a study of urban and suburban students' reading interests. (DD)

Describes a study of the visual discrimination abilities of children who varied in their ability to recognize words. Indicates that visual discrimination skills of the type needed to discriminate between single artificial graphemes do not seem essential for the word recognition aspect of reading. (TJ)

Reports the effect of the study of connectives on the reading comprehension of 41 seventh- and eighth-grade students. Indicates that the study of connectives had a positive effect on reading achievement. (TJ)

Reviews research and informal experimentation on the use of the cloze procedure as an instructional tool to teach use of context. (MKM)

Analyzes information in the ERIC data base which concerns mastery learning and mastery testing with emphasis on the secondary school. (MKM)

Bring reading problems out into the open. That's what learning is all about. (Editor)