A review of the relevant literature reveals that reading reversals, whether in sequence or orientation, comprise a very small proportion of the total errors made by even poor readers. Young children tend to make more reversals, yet this tendency generally disappears with age. Top-down theorists feel that the reversal tendency of young children is…

First, second, and third grade students were asked to draw inferences after reading stories written by themselves, by peers, and by adults. The 70 subjects were divided into groups of slow-inaccurate, slow-accurate, and fast-accurate readers. After reading each type of story, they responded to six questions requiring text-based inferences.…

This study was undertaken to investigate the relative importance of childhood experiences in determining adult reading and public library use. Data were gathered via a nationally representative telephone interview conducted by the Survey Research Center of the University of Michigan. The interview contained 25 questions relating to current reading…

Because current research offers little conclusive evidence that explicit metacognitive knowledge is necessary for effective reading, a study was designed to determine (1) if comprehension could be enhanced by activating subjects' awareness of appropriate strategies, and (2) which strategies, based on subjects' spontaneous reports, were most…

A study examined the effect of bibliotherapy on the personal and social development of second grade students in a self-contained classroom. Students were pretested with the California Test of Personality (CTP), primary series, then were read to from books chosen on the basis of weaknesses exhibited by the children on the test. Books were read to…

This study was an attempt to determine the nature of the pausing phenomena in oral reading, and whether these phenomena are possible overt features of the verbal processing entailed in reading orally, and also in reading silently, by relating them to the silent and oral reading comprehension abilities of the subjects. (Author)

Various strategies for improving student reading abilities in the social studies are examined. (DE)

Describes a reading program which builds on the child's verbal skills. (RB)

Fast and average readers were tested on four tasks. Fast readers appear to pick up more information per fixation on structured textual material, and had a greater span of apprehension for unrelated elements. Results disagree with the view that reading speed depends solely on ability to infer missing information. (CHK)

Indicates that Sustained Silent Reading (SSR) is not superior to other methods used to increase reading skills. (RB)

Reviews recent investigations that analyze the word-recognition responses of children taught by different methods and reanalyzes the results of W. Wiley's 1928 naturalistic experiment in order to deduce the nature of the process underlying the learning of words. (Author/CS)

Reviews the literature in the Educational Resources Information Center (ERIC) on teaching spelling and word attack skills at the elementary level. (RB)

Having children write their own stories with accompanying photographs proved to be a successful way of changing feelings of apathy toward reading to enthusiasm. (JH)