Reviews research concerned with eye movement training in the classroom and points out how specific research has been interpreted and applied incorrectly. (FL)

Analyzes the plot structure of the 61 most popular picture books on the 1982 "Children's Choices" list and discusses interesting trends found in the list. (FL)

Reports on a study that examined the effects of reading habits on journalistic writing abilities of 100 university students and found that there was no correlation between the amount of reading and the quality of writing. (HOD)

Finds that the most common type of figurative language in fourth- and sixth-grade basal readers is personification. Overall, the most commonly used figures of speech are: personification; animal, sense, and inanimate metaphors; and hyperbole. (FL)

Describes a study that examined the ways students responded to the styles of texts and that also looked at the effects of repeated reading of the same passage and different task instructions. (JL)

Presents an analysis of prose narratives that allows content to be identified as central and provides a priori rationale for why the content is central. Investigates which content is supportive of, or distracting to, the central content. (FL)

Discusses previous articles in this journal and calls for a new theory of story grammar. (FL)

Explores how findings from current cognitive styles research might enlighten reading process and reading instruction researchers. (FL)

Reports the results of a study conducted to see if rewriting content material for greater readability would help students reading below grade level. Sees possible value to such an approach. (JL)

Concludes that a course in reading based on reading as a communication process improved the reading comprehension of college students. Discusses the various components of the course. (FL)

Presents results of a research project concerning beginning reading instruction in 16 countries that use an alphabetic language system. (FL)

Surveys the literature on learning style in an effort to help educators become more familiar with the concept. (FL)

Traces significant developments in research, theory, and instruction in reading and learning from text, focusing on the secondary school level. (AEA)

Reviews and synthesizes the major findings on reversal errors made by young readers. (FL)

Discusses distinctions between story grammar and schemata, arguing that knowledge of these two concepts has its best educational applications when placed within a developmental perspective. Provides a theoretical framework for story comprehension questioning strategies for teachers. (HTH)