Suggests grouping by social patterns as well as ability patterns. (MKM)

Discusses frequently overlooked faults in the research methodology used to investigate dyslexia and suggests alternative methods for future work. (AA)

Extends and comments upon Valtin's criticisms and suggestions concerning methodological problems in research on dyslexia. (AA)

Results from two experiments with college students indicate that better readers evaluate information in a paragraph with respect to its relevance to the paragraph topic, processing topical information at the expense of nontopical concepts. (AA)

Investigated within-sentence contextual constraints in a sentence-completion task completed by 408 students from grade 6. (AA)

Comprehension and interest were high when children read stories where nontraditional sex role behavior was perceived to be appropriate to the action of the story. (MKM)

Describes needed research and ongoing federal projects designed to provide information about alternatives for improving reading instruction for compensatory education students. (AA)

Reports findings for the relationship of the amount of instructional time in reading received by elementary school students in four New York state school districts to their gains in scores on the California Achievement Test and the "Criterion Referenced Test" prepared by the New York State Department of Education. (AA)

Supports Frederiksen's (1975) model of the structure of text and of memory through a study of the effects of manipulation of four aspects of text structure with community college and Ivy League subjects. (AA)

Presents four letters pointing out design difficulties in the experiments of Morrison, Giordani, and Nagy in their investigation of reading disabilities, memory, and perception. (SL)

Describes a project in which adults used everyday material such as newspapers and paperbacks as the core of instruction. (MKM)

Discusses the various factors required in the construction and validation of affective scales and synthesizes viable procedures drawn from several widely accepted sources. (HOD)

Studied the effects of two methods of instruction in teaching the conceptual meaning of 15 unfamiliar words. (HOD)

The primary research question in this study was whether good and poor readers differ in their use of orthographic and contextual information available in printed text. (HOD)