Study reports an analysis of basic assumptions underlying the Mental Grade and Years in School methods for determining reading expectancy. (Authors)

Correspondences between printed and spoken messages are seen to be based on meaning; expectancies about syntax and semantics lead the reader to form hypotheses which can be confirmed or not with only a small portion of cues available in the text. (Author)

Author defines five communication systems: graphic code, idea code, word code, alphabetical code, and electronetic code. Illustrative slides are available at cost from the author. (SP)

Investigates selected reading readiness tests and points out that they measure a single generalized factor of readiness. The subtest concerning alphabet letter names provides the best predictor of successful reading in the tests examined. Bibliography. (RW)

By drawing on the research of many psychologists and teachers the author sets out to define and prove that evaluative critical reading is a learned skill. Several teaching approaches to the subject are discussed. (AF)

First graders have demonstrated and identified preferred content in primary reading textbooks in response to single pairs of stories of five content factors." Statistical tables and extensive secondary literature included. (Author/SP)

The author concludes that the demonstration of the effectiveness of a child-monitored token reading program in a normal classroom setting clearly indicates the feasibility of utilizing behavior modification principles for a wide range of educational endeavors. (Author)