High school students who read a short passage with a meaningful context recalled more of the passage than those who read it without a context. A think-aloud procedure revealed differences in processing during reading between the two groups. (MKM)

Three experiments investigated the effects of context on the use of limited processing resources in word recognition. The effect of context on the resources consumed in word recognition is restricted to aspects of processing that can be delayed until the subject is required to select an overt response. (Author/RD)

Reveals that more male than female characters appear in recent Caldecott Medal and Honor books. (Author/FL)

Describes documents in the ERIC data base that review research on schemata and reading comprehension and discuss the implications of using the schemata paradigm in educational research and practice. (MKM)

Reading grade levels were obtained for 11 commonly employed self-report assertion inventories by use of the Flesch Reading Ease Formula. Directions for the inventories ranged from the seventh-grade to college graduate reading grade level. Inventory items were more readable, with scores ranging from the seventh- to the twelfth-grade level. (Author)

Reviews research concerning television's impact on students' reading interests and achievement. (MKM)

Discusses market research indicating that eight children's and nine teen's magazines are in the top 100 magazines sold on the newsstand and by subscription. Estimates that a minimum of from 9 to 12 million magazines go into the hands of juveniles every month. (MKM)

Points out the importance of public librarians becoming informed about learning problems, particularly reading disabilities. Some of the causes of reading problems are discussed and resources are cited which librarians can recommend to parents and teachers. A bibliography is appended. (LLS)

This article describes readability assessment methods used in science education, summarizes reported readability estimates of science textbooks, and recommends strategies for reducing the readability load of such materials. (JMF)

Three experiments were conducted that studied the effect on comprehension of words containing more than one meaning. When children were asked to choose appropriate word meanings by reading sentences that provided "disambiguating" clues, they did not effectively identify from context the less common or secondary meanings of words. (MKM)

A study was conducted to investigate the possibility of improving reading comprehension by training sentence organization skills using a sentence anagram task and word-grouping strategy. Results indicated that training significantly improved sentence anagram performance and transferred to reading comprehension performance. (MKM)

Identifies four "types" of newspaper readers. Suggests ways editors can attract these readers. (RL)

Presents a brief history of research on reading problems, a critique of methods of diagnosis and management, some speculations on the roots of the dilemma in research on reading problems, and some recommendations for future research. (Author/GT)

Results of a survey of 150 high school teachers in four states suggest that content area teachers do teach reading skills and that many now have accurate perceptions of reading teachers and reading skills. (DD)

Forty-six fourth-grade boys were tested to determine to what extent their substitution miscues affected their silent reading comprehension ability and their retelling ability following oral reading. It was found that, while substitution miscues generally detracted from comprehension and retelling, not all substitutions detracted equally. (MKM)