Cites results from more than a dozen research studies generally favoring the use of the typewriter as a teaching tool in the elementary school classroom. (BR)

Describes study which questioned theories of skill hierarchies in reading and states that it cannot be assumed either that the transfer of one skill in literacy is made to another skill or that a transfer is made to other "real life" reading situations. (JM)

Results of questionnaires asking graduate students in reading courses to indicate whether they would correct specific examples of reading miscues and whether they thought the miscues came mostly from blacks, mostly from whites, or from both. (AA)

Two-way cable television proved to be an effective way to provide instruction in GED and pre-GED skills in Spartanburg, South Carolina. (MKM)

Presents results of an investigation of visual cues which lead to word and letter recognition. (SL)

Twenty-four children (8- to 10-years-old) received 20 individual remedial reading lessons each. (Author)

Discusses a study to determine whether the facilitative transfer of knowledge from one prose passage to a second prose passage would occur over a time interval. (JM)

Reviews research establishing the pervasiveness of the teacher variable, and discusses a new hypothesis for reading teacher research--that both the teaching and the learning of reading are theoretically based. (JM)

Study of parents' and teachers' attitudes toward children's reading ability showed that actual reading performance is more important than letter grades and standardized test scores. (JM)

Students know more than they think they know, so guessing gives better scores even when there's a penalty for errors. (JM)

Reviews critically 78 articles which presume to investigate sexism in basal readers, texts, and children's literature. (JM)

Describes schema theory, then explores the machine metaphor implicit in schema-theoretic accounts of reading. (FL)

Reports a study indicating that decoding speed and spelling are distinguishing factors in reading comprehension, but that differences in comprehension cannot be attributed solely to differences in decoding speed. (HTH)

Discusses several recent contributions to reading research and concludes that before changing teaching methods and programs, educators need to consider ends, decide what the ideal is, and develop criteria to achieve that ideal. (FL)