Continues a discussion begun in the February column concerning the pyramid taxonomy of reading. Makes 10 suggestions for reading researchers attempting to define reading. (FL)

Reports findings of educational audit of reading personnel in a large suburban school district to determine their effectiveness in the various roles they perform. (FL)

Outlines the concept of working memory, with particular reference to a hypothetical subcomponent, the articulatory loop. Discusses the role of the loop in fluent adult reading, then examines the reading performance of adults with deficits in auditory verbal memory, showing that a capacity to articulate is not necessary for the effective…

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Annotates classroom tested children's literature titles for children in kindergarten through eighth grade. (HTH)

Presents information regarding frequently occurring reading tasks both at work and in leisure settings. Concludes that (1) competencies exist that can be measured independently, (2) these competencies are distinguishable in terms of goals and procedures of reader, and (3) activity as measured by time spent with material for a specific task is…

Reports the results of a study of the effects of different types of recall expectation on the accuracy of making structural importance ratings of text ideas and on the recall of idea units by importance levels. (AEA)

Offers a rationale to justify compilation and publication of an annual summary of reading research reports. (AEA)

Examines the relationship between the paraphrasing skills of intermediate grade students and their proficiency in reading comprehension and the sensitivity of three methods of assessing paraphrasing skills. (FL)

Reports on experiments that investigated several aspects of foreign language reading, especially the role and influence of the audiolingual component on the learning process. (FL)

Compares the performance of good and poor readers on information processing tasks. (FL)

Probes the association of reading achievement and attitude with productive factors in learning by regressing on 18 indices of seven factors the scores of more than 2,000 17-year-old students from a National Assessment of Educational Progress sample. (FL)

Indicates that teachers still in preparation tended to cling closely to traditional beliefs about the teaching of reading. Suggests that teacher educators reexamine their preparation programs to determine if they are offering prospective reading teachers information about psycholinguistics and other theories of the reading process. (FL)

Contends that visual presentations of story elements can enhance poor readers' comprehension. Supports the claim by presenting a study on a mapping readiness approach to improve comprehension. (FL)

Reports on a study that investigated the ability of second grade students to listen to, infer, and produce the correct pronuciations of high-frequency words in a story-like context. (FL)