Quantifies and analyzes the reading activities of members of four occupational groups within a community: professional/managerial, small business/clerical, skilled crafts workers, and unskilled workers. (AEA)

Describes a study demonstrating that it is possible to train primary grade children to generate questions for themselves while reading short stories, and that the process of generating questions will enhance comprehension. (FL)

Concludes that, if sex role stereotypes have developed prior to school entrance, they have partially diminished by grade six. (FL)

Suggests that some young readers are aware of text structure and that this awareness is correlated with recall of important textual information. (AEA)

Discusses four aspects of listening comprehension citing supportive research: (1) what is involved in listening comprehension, (2) whether it be taught, (3) how it is related to reading comprehension, and (4) what other factors affect listening comprehension. Provides recommendations for teaching. (HTH)

Found that the ability of third grade students to answer literal and inferential comprehension questions was unaffected by the mode of reception (listening, oral reading, silent reading) when controls were imposed on reading achievement and difficulty level of the material. (FL)

Evaluates the use of self-instructional learning packages using a visual image approach for teaching the technical language of five trade areas to learning handicapped high school students enrolled in regular vocational education classes. (FL)

Excerpts from "On Learning to Read: The Child's Fascination with Meaning," by Bruno Bettelheim and Karen Zelan, emphasize the importance of meaning in teaching a child to read. Six reading specialists comment on the book and on teachers' problems in teaching children to read. (MLF)

Investigates the applicability to upper primary school children of a multidimensional conceptualization of attitude toward reading that previous research has shown to be useful for characterizing the reading attitudes of secondary school students. (FL)

Reports on naturalistic research studies revealing that children begin to learn to read and write long before they go to school. (JL)

Compares juvenile magazines and basal readers published in the 1960s with those published recently and concludes that the values exhibited in the publications are remarkably similar for the two time periods. Lists the values stressed in the publications. (FL)

Reviews research suggesting that there is no one method that is best for teaching sight words to every child. (FL)

Concludes that the maze procedure tended to overestimate students' ability to cope with an unfamiliar text, while the cloze procedure appeared to be a reasonably accurate measure. (FL)

Investigates the use of graphic and contextual information in word recognition and the extent to which good and poor readers are flexible in their ability to trade off one type of information for another when the situation warrants. (HOD)

The authors question the furor over declining reading scores, since their study of the daily reading materials of white collar, skilled labor, unskilled labor, and retail personnel indicated little need for these job holders to function at more than a sixth-grade reading level. (Editor/SJL)