Describes a procedure for helping students to reorganize text structured by listing. Details a study proving the effectiveness of the technique. (AEA)

Indicates that student teaching had little effect on the perceived relative importance of selected educational goals of kindergarten and elementary school preservice teachers exposed to a process of goal identification. (FL)

Reveals that the impact of training children with learning disabilities to verbalize a word-attack strategy was not as significant as had been suggested by previous research. (FL)

Notes that most recent reading research conducted in Hungary has focused on the formation of readers' attitudes and value judgments. Discusses studies conducted in the areas of reading psychology, children's reading, reading habits, reading motivation, and readers' responses. (FL)

Presents initial findings of three years of research with six families in which the children were considered by their parents to be successfully learning to read and write. Suggests that multigenerational family literacy patterns mediated by personal experiences are important to the development of a child's reading and writing skills. (FL)

Provides an alternative explanation of the divergent findings appearing in the literature on conceptual tempo and reading acquisition. (HOD)

Discusses the effects on oculomotor behavior of variations of the physical attributes of text and similar effects from physical word cues processed in the reader's parafoveal vision. (HOD)

Indicates that a group counseling atmosphere conductive to self-concept enhancement can lead to reading improvement in college freshmen. (FL)

Analyzes six basal reading series and reveals that the number of "distant" stories--those with content that is not closely related to the reader's experience--increases with the age of the intended audience. (FL)

Reports that kindergarten children were aided in learning to use the alphabet when additional cues to distinguish the letters were provided in the immediate letter background. (FL)

Suggests limitations on the sensitivity of cloze procedures to measure the ability of college students to use information across sentence boundaries. (AEA)

Focuses on what sixth-grade students know about the organizational features of prose and whether the use of specific organizational patterns (top-level structures) facilitates written recall of expository prose. (HOD)

Concludes that the use of anaphoric expressions (pronouns) in some instances will interfere with the reading comprehension of eighth-grade students. (FL)

Reports the results of a study suggesting that readers expect particular structural elements and sequences of elements in stories, with younger students having structural expectations less often than older students. (AEA)

Reviews the research on the initial teaching alphabet (i/t/a), the sources of conflict and misunderstanding involving its use, and its future in reading instruction. (FL)