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)

Concludes that boys succeed less well in reading than girls because of cultural expectations that reading is more suited to girls than to boys. (DD)

Concluded that the combined scores on the Dulin-Chester Scale, Estes Scale, and Reading Weights Test comprised the best means of distinguishing five separate reading attitude groups. (DD)

Suggests that helping remedial readers identify and improve on effective reading behaviors is just as important as identifying their deficient skill areas. (JM)

After analyzing 40 speed reading texts, a study concluded that in order for these books to accurately reflect the empirical reading research they should recognize the upper limits of genuine reading (300 to 600 wpm) and limit the recommended area of eye fixation to three or fewer words. (SRT)

Presents guidelines for evaluating computer trade books for children. Includes results for 47 books evaluated using the "Yawn index." (HTH)

Analyzes six basal reader sets for K-3 for inclusion of 14 activities. Finds that: nine activities appear in less than one percent of stories and five appear in five percent or more, publishers use latter five differently, use between grades does not differ, and four of five activities appear more in supplements than in the main portion of…

Resolves a hypothetical editorial dilemma of whether or not to reject a research manuscript on the grounds that the statistical test applied to the data may have been inappropriate. (HTH)