Provides a preliminary look at the syntactic complexity of primary grade reading materials commonly used for initial reading instruction. (RB)

Concludes that the two reading courses offered by the education department at Clemson University are effective in increasing reading rate, vocabulary, and comprehension. (RB)

Concludes that speed in identifying letters and graphonemes correlates highly with reading achievement. (RB)

Confirms the hypothesis that readers mediate the identification of unfamiliar words by comparing the unknown word to known words and parts. (RB)

Demonstrates that discrimination training with verbal materials (words and letters) is generally more helpful than training with non-verbal forms. (RB)

Describes an experiment to determine the effects of counselling as a method of improving the self esteem of retarded readers. (RB)

Supports the hypothesis that intensive field experience with children in a school setting contributes to competence in teaching reading. (RB)

Concludes that teachers need to be aware of the side effects before administering cloze test procedures to college students. (RB)

Survey of teacher attitudes toward reading instruction at the primary level provides several ideas for improving reading programs. (RB)

Provides an assessment of the linguistic variables which affect the way in which children comprehend verbal data when they read. (RB)

Describes an International Reading Association award-winning dissertation comparing two methods of teaching reading at the secondary level. (RB)