Reports on a study that used oral reading analysis to examine the oral reading performance of two types of disabled readers in order to gain additional insights into the relationship between word recognition and comprehension. (HOD)

Two experiments were conducted exploring the effects of imagery and text organization on what is learned from reading a passage. Some of the results were that imagery was more successful for learning than repetition and that randomized text resulted in the poorest comprehension. (MKM)

A variable time delay naming latency paradigm was used to investigate the processing of noun-verb lexical ambiguities (e.g., "watch") in syntactic contexts that biased either the noun or the verb reading. Results support a two-stage model in which all reading of ambiguous words are initially accessed, followed by suppression of…

Describes characteristics of reading programs in two-year colleges in Michigan as reported by 22 institutions that responded to a questionnaire. (MKM)

Reports that tenth-grade students far exceeded chance mean scores on the Stanford Test of Academic Skills when given passage-out components (the publisher's questions without the accompanying reading passages); concludes that the results lend support to concerns regarding the valid measurement of reading comprehension. (GT)

Describes a study that attempted to establish whether or not a hierarchy exists among selected reading skills, to establish the direction and strength of such a relationship, and to compare empirical methodologies for establishing hierarchical relationships. (MKM)

Reports that allowing students to rewrite textbook word problems in a free form is a valid technique in identifying a well-defined set of reading variables that contribute to difficulty in solving arithmetic word problems. (FL)

Reports findings of a study that compared the scores on the Woodcock Reading Mastery Tests with information from an informal reading inventory, from the Spache Diagnostic Reading Scales, and from the Slosson Oral Reading Test. (FL)

Describes an experiment designed to determine whether beginning readers read with fewer oral reading errors if the reading materials have content directly related to the reader's existing cognitive structure. (HOD)

Presents current definitions of critical reading and discusses related research on testing and instruction in the skills that improve critical reading. (MAI)

Research results show that there are no clear grounds for assuming that students today cannot read as well as they did 25 years ago. (DS)

Provides guidelines for analyzing and evaluating textbooks based on their comprehensibility rather than their readability. (MKM)

Describes research that shows that preservice teachers assess their skills at a higher level than experienced teachers assess their skills. Suggests that preservice teachers reflect their success in reading methods classes and experienced teachers reflect their need for further knowledge and skills. (TJ)

Reports two investigations, one related to the readability of certain basal readers and the other related to teacher knowledge of varying levels of readability of textbooks.

Details a study of the reading-study skills course at The Citadel, the Military College of South Carolina, that was performed to assess the effectiveness of the program in terms of academic progress and student retention. Reports positive and significant results. (FL)