Examines the overall psychometric adequacy of the Kennedy-Halinski Reading Attitude Inventory and suggests revisions for it so that its subscales may provide reliable diagnostic information to teachers concerning high school students' reading attitudes. (FL)

Concludes that when its guidelines are met, sustained silent reading seems to unite selected positive aspects of both direct and open instruction models into an effective activity. (FL)

Reports on a study in which eight high school students and one elementary school student received practice in making both speeded and tachistoscopic identifications of high and low frequency words. Compares performance of each group to the other and to a third control group where stimuli were presented at a self-paced rate with no experimental…

Reports findings from a study that investigated preschool children's concepts about reading. Offers suggestions for adults who guide young children through their early experiences with print. (FL)

Details a study designed to determine the effects of passage content (schemata) and syntactic structure (clause order) on the inferential comprehension of causal relations of fifth grade students. (FL)

Concludes that students who have not mastered independent reading, who seldom receive instruction in critical thinking, and who are unprepared to engage in critical reading when required to do so, will benefit from instruction in critical listening as part of their reading instruction. (FL)

Examines workbooks designed to accompany primary grade basal readers to determine the incidence of new vocabulary words they contain. Found that, with one exception, the workbooks all contained at least 30 percent new words--words not introduced in previous levels or at the levels for which the workbooks were designed. (FL)

Concludes that preschool children know that print conveys information, yet frequently use environmental cues rather than letter knowledge when they appear to read. (FL)

Notes that by examining the interactive processes involved in comprehending, researchers are concluding that readers use their prior knowledge to actively construct meaning from printed material. Reviews research in metacomprehension and discusses its implications for college reading instruction. (FL)

Preliminary findings of a study of 14,000 Australian children indicate that, at age 10, one child per class and at age 14, one child per 100 is totally unable to read. About one student in five needs remedial reading instruction, but only one student in ten is receiving remedial reading instruction. (SL)

Reveals that the cloze and comprehension test scores correlated at significant levels, thus supporting the predictive validity of the cloze procedure. (RB)

One of four International Reading Association award-winning dissertations from 1975. (RB)