Reviews experiments designed to determine whether pictures have an effect upon the derivation of meaning from the text printed in children's reading materials and notes ways that pictures support and possibly interfere with meaning. (MKM)

When groups of children were given a test of visual performance designed to measure their dark interval threshold, differences were found between boys and girls and differences were found indicating that those children who had a moderate threshold showed superior reading ability. (MKM)

Indicates that there has been an increase in the standard of reading for meaning for fifth grade pupils in Australia between 1946 and 1971. (TJ)

Indicates that a relatively small percentage of the gifted preschool population actually starts to read before starting kindergarten. (Author)

Discusses the work of Helen M. Robinson and William S. Gray that has influenced the author's own work in discovering causes of and preventing reading disability and in combating world illiteracy. (MKM)

Explores the relationship of student-generated questions to students' knowledge of a subject. (MKM)

Shows how a special marking procedure--having readers leave detailed traces of what they read in a newspaper--revealed important differences in reading behavior. (RL)

Contains a response to Harry Singer's comments (see EJ 217 553) about a previous article in this journal on focal attention by M. Arlin, M. Scott, and J. Webster (see EJ 206 153). Attempts to show that Singer's statements in the critique reflect some errors and misconceptions. (MKM)

Raises objections to the methodology used and the conclusions drawn by L. S. Fleisher, J. R. Jenkins, and D. Pany in a study reported in a previous issue of this journal (see EJ 210 792). (MKM)

Examines research evidence that suggests an association between impulsivity and poor reading performance; outlines methods that have been helpful in training children to respond less impulsively, to take more time, and to make fewer mistakes so that ultimately they may become better readers. (Author/GT)

A study was made of the relationships between the number and clarity of mental images reported by college readers and their reported interest, perceived reading ease, and comprehension scores. Imagery ratings were not significantly related to comprehension scores, but for concrete passages they were significantly related to attitude and reading…

Considers the rightful relationship of theory to practice in the field of reading; outlines some ways to integrate theory and practice, noting that the work of Jean Piaget can aid in this task. (GT)

Reports conversations with children attending a New Zealand reading clinic that indicate that the maximum brightness contrast of black-on-white print was a strong contributing factor in the children's reading disabilities. (Author/GT)

Reports on a study stemming from schema theory that assessed the role that background knowledge plays in determining young children's ability to process relationships that are explicitly and fully specified in a text, in comparison to those that are only partially specified by the same text. (Author/HOD)

Primary school children performed a discrete-trial Stroop task in which they named the colors of stimuli that either matched or did not match items that were being concurrently held in memory. Results indicated a developmental trend toward the color being named faster when the stimulus matched the item held in memory. (Author/HOD)