Investigated seven eight-year-old children's memory for aurally presented sentences. Used a recognition-memory task to probe constructive memory processes in two groups differentiated by reading comprehension. Results indicated the tendency to construct meanings was greater in children who scored higher on reading comprehension. (Author)

Compares the number and types of problem identifications good readers make with the number and types made by poor readers. (HOD)

Shows that when readers read independently after immediate correction, they continued to self-correct smaller percentages of miscues and were less accurate in identifying words. (HOD)

Describes a study that compared the reading efficiency at three different reading rates of five rapid readers and two control groups. Reports that the rapid readers demonstrated superiority in rate and comprehension in free recall situations. (FL)

Reviews research showing that teachers can improve student reading behaviors through direct instruction and reinforcement. (FL)

Reports a study of children's responses to a passage-dependent reading comprehension test. (HTH)

Reviews picture books published from 1960 through 1980 to determine how they portrayed grandparents. Concludes that older adults are dealt with in many different ways in such books. Provides a list of books appropriate for primary school children that present positive images of grandparents. (FL)

A comparison of comprehension questions in teachers' manuals for two meaning-based basal series with two decoding-based linguistic/phonic series found that individual series types maintained their philosophical integrity in their approaches to questions. (FL)

Reviews research showing that the SQ3R study method does not appear to be more effective than either traditional study techniques or the students' own methods of study. (FL)

Indicates that preservice content area teachers who were required to take a reading methods course improved their attitudes toward teaching reading. (AEA)

Discusses children's responses to questions concerning their attitudes about reading, libraries, school influence on reading habits, and tells how adults can help children to read. (HTH)

Analysis of the performance of hearing impaired and normal hearing adolescents on a standardized reading test shows that the hearing impaired students attempted significantly more items than their hearing counterparts, but made more errors and significantly more errors that are classified as "nonlinguistic" in nature. (FL)

Analysis of the performance of hearing impaired and normal hearing nine- to eleven-year-old children on a standardized reading test shows that the hearing impaired children tackled significantly more test items than their hearing counterparts and made significantly more errors in achieving similar reading scores. (FL)

Reviews the problems posed by atheoretical approaches to research and the benefits of employing theory in conducting research in active response modes. (HOD)

Outlines three constructs of text difficulty: text-based (objective), performance-based (behavioral), and a combination of the two (subjective). (HOD)