Reports on a study during which 60 graduate students instructed to read a 669-word passage one, two, or three times completed both free and cued recall measures on three test occasions. Both quantitative and qualitative differences in recall were found as a function of the number of times text was read. (HOD)

To assess the effects of textual variation on students' preferred patterns of literary response, 166 college students were asked to read two poems and two short stories. The findings provided support for the notion that students' preferred patterns of response are strongly influenced by the nature of the texts they read. (HOD)

Reports on a study that investigated the reading interests of low ability junior and senior high readers of both sexes. Results indicate that readers of both sexes share some reading interests--among them topics dealing with the unusual. (HOD)

Offers a humorous look at some approaches to research in reading. (FL)

Fifty fifth-grade students read passages at three readability levels from four content areas, then answered vocabulary, literal, and interpretive questions based on each passage. Significant differences in comprehension were found across ability levels and content areas. One sample passage is appended. (FL)

Concludes that second graders' self-reports of comprehension and liking were highly related to the performance measure of error detection for good readers but not for poor ones. (FL)

Argues that the distinction reading researchers make between good and poor reading is an artifact of the way researchers define and verify statements about good and poor reading. (HOD)

In a question-and-answer format similar to that used by Dear Abby and Ann Landers, a professor suggests possible letters he might receive and formulates humorous answers to them. (DF)

Presents results of a survey to determine the characteristics, organizational patterns, instructional methods, and current trends in university reading clinics in the United States. (FL)

Reviews field dependence/independence research as it relates to reading and reading instruction and draws implications for reading instruction. (FL)

Reports that parents of third-grade students had clear responses to various styles of reporting standardized reading test scores and preferred one that indicated how the child had improved over past performance and that showed the toughest item the child could handle on the test. (FL)

Demonstrates the positive effects of instruction using environmental print to stimulate print awareness in preschool children. (FL)

Describes two aspects of reading theory: a reader's background knowledge and the organization of text events and ideas. Illustrates how these aspects were applied to instructional design and discusses the results of this application. Includes recommendations on how to apply background knowledge and to create more comprehensible texts. (RDN)

Reports on a study that examines the effects precis writing and outlining have on students' ability to identify ideas in a text and generate and elaborate on those ideas in a written form. (FL)

The usages of transaction and interaction are differentiated as reflections of differing paradigms, the transactional theory of reading is disassociated from information processing and interactive processing, and the implications for research of various concepts basic to the total transactional theory of reading are discussed. (HOD)