Reviews research pertaining to metalinguistic awareness in young children; examines issues related to the direction of cause between metalinguistic abilities and reading, disparities in research methodology between studies, and commercial instruments perporting to measure metalinguistic knowledge; and offers implications for reading instruction…

Documents large differences in the reading of function and content words and how these differences change with development. (FL)

Concludes that when presented stories, some of which were inconsistent because of missing pages, less skilled readers were poorer at reporting a missing page, placing it correctly, and fixing the story than were skilled readers. Stories are appended. (FL)

Nine- and ten-year old good and poor readers read a target sentence, either a word or a pseudohomophone, preceded by incongruous, congruous, or no-sentence context for the pseudohomophones. Results were consistent with the interactive-compensatory model of reading proposed by Stanovich. (FL)

Finds support for the efficacy of a direct instruction paradigm for teaching children reading comprehension skills. (FL)

Examines the various forms of cloze used to test reading comprehension and reviews norms for validity for structuring tests. Offers a set of comparisons of cloze with ordinary reading situations that reveal their similarities and differences. (HTH)

Explores research on the efficacy of previewing before reading to build background knowledge. Offers guidelines for presenting a preview to students. (HTH)

Describes attempts to validate an instrument developed in order to classify a teacher's theoretical orientation to reading instruction and sets forth procedures for using it in educational settings. (HOD)

Lists sources dealing with teaching reading in high school industrial arts courses organized under the headings of teaching aids and practices, reading textbooks, related research, and general references. (AEA)

Analyzes two basals designed for use by remedial readers for their literature content and for their portrayal of reading attitudes. Concludes that both series make some attempt to portray attitudes toward reading and that both used informational selections more than other types of literature. (FL)

Presents a checklist designed to measure the reading attitudes of beginning readers. Discusses the methods used to develop the instrument. (FL)

Describes a relatively easy and empirically evolved formula that can predict the reading achievement of low IQ children. (HOD)

Concludes that early readers would profit from maximal contrast, high frequency words as first reading experiences. (FL)

Describes a technique for use in detecting and correcting spelling difficulties. (FL)

Details two experiments that assessed the effect of vocabulary difficulty on three measures of text comprehension--free recall, summary recall, and sentence recognition. (FL)