Suggests ways in which school personnel can keep abreast of current educational research. (MKM)

Notes that multiple indicators are necessary to provide an index of reading comprehension and points to two broad categories of indicators: product and process indicators. Examines questions as product indicators and discusses research related to measures of internal comprehension processes. (GT)

Reports that 16 percent of 1,600 selections from six basal reading series contained one or more old people, that six percent presented an elderly person in a central role, that women and minority groups were inadequately represented, that the portrayal of old people was basically positive, and that considerable stereotyping existed in…

The existence of a "literary dialect" was postulated on several grounds, and specific syntactic structures were hypothesized to be literary or nonliterary. This was tested by obtaining judgments from adults on hypothesized literary and nonliterary structures, each presented at two levels of vocabulary difficulty. (HOD)

This study was designed to establish the generalizability of the claimed effectiveness of several prereading instructions in enhancing either specific types of comprehension or overall comprehension. (HOD)

The intent of this study was to rank order various types of simple regular words according to decoding difficulty. (HOD)

Recounts research studies conducted with disadvantaged readers between 1967 and 1977. (TJ)

Reviews several syntactic studies of children's reading comprehension and suggests teaching methods for promoting sentence comprehension in context. (DD)

Good readers in grades 5 and 6 read material changed to include particular types of orthographic anomalies to determine if the perceptual unit in reading was the letter or some other unit larger than the letter. (HOD)

Presents results of a study of two-level reading books; concludes that it seems worthwhile to use two-level readers experimentally in schools. (AEA)

Suggests teaching a compare/contrast method of word identification rather than teaching syllabication rules to decode words and describes research investigating this technique. (MKM)

Describes a study in which teachers indicated a more favorable attitude toward teaching students to learn from texts than a comparison group did toward teaching reading in the content areas. Suggests changing the slogan "Every teacher a teacher of reading" to "Every secondary teacher teaches students to learn from texts." (MKM)

Explores character identification as a means of increasing motivation for reading. (MKM)

Results of a study involving approximately 500 sixth and seventh graders suggest that a two-column layout with traditional paragraphing denotation is more readable than a single-column layout, but that an extreme line length does not place an undue strain on the reader. (Examples of the two formats are included.) (GT)

Looks at some studies of expressed response after reading and of the process of response while reading. Attempts to demonstrate some current research directions and possibilities in response to literature. (Author/RK)