First grade children were the subjects for this investigation which focused on the role of meaning in the learning of sight vocabulary. (HOD)

Reviews research on reading, conducted in Great Britain during 1976, under the following categories: dyslexia and specific reading retardation, remedial reading and provision, reading development, and materials and reading. (JM)

Describes a study which examined the influence of the impulsive-reflective dimension of cognitive style on the type of linguistic cue systems a reader used to reconstruct meaning from print. (JM)

Research methodology on reading improvement should focus on the processing of stimuli and experience of content rather than on simple models of reading using eye movement, silent speech, perceptual span, reading ability and visual ability as explanatory concepts. (MKM)

Questions three assumptions about the diagnosis and correction of reading problems. (MKM)

Word-learning and reading-readiness tasks administered to inner-city kindergartners indicated that readiness skills included both a general skill that predicted success for both sight-word and sound-symbol methods of instruction and other specific skills which predicted success for only one method of instruction. (AA)

An annotated list of 33 books chosen by sixteen- to nineteen-year-olds from a list of 300 newly published books. (DD)

Discusses study which sought to determine the nature and extent (specifically, the credit, enrollment, faculty involvement, and support for the institution) of reading improvement programs in the larger senior colleges and universities in the United States. (JM)

Reports on research findings that suggest that the use of underlining can result in significant improvement in reading comprehension and retention of textbook type materials. (Author/GW)

Discusses a study which compares comprehending scores drawn from oral-reading performance with oral-reading cloze test scores. (JM)

Discusses a study which sought to determine the extent to which teachers or prospective teachers can discriminate among generalizations about phonics of varying degrees of usefulness. (JM)

Describes a study which found that the prospective special education teachers in the study population had severe deficits in their knowledge of basic phonics. (JM)

Reports study which found that some high school students were far from any reasonable level of mastery of the ability to comprehend directions on potentially hazardous household products. (JM)

Discusses study of instructional approach and pupil characteristics interacting to affect student achievement. Results point to potentially negative consequences of placing students in a learning environment incongruent with key personal characteristics. (JM)

Focuses on recent literature related to development of scales for measuring reading attitudes and includes a bibliography. (JM)