Third grade students' comprehension scores suggest that there is a significant difference between three modes of reception (oral reading, silent reading, and listening), with oral reading significantly more effective than silent reading in promoting comprehension. (HOD)

Using logical evidence and data obtained from two studies, the authors compared and contrasted the limited-cloze with the regular cloze on five criteria: validity, reliability, objectivity, practicality, and interpretability. (HOD)

Low-achieving seventh graders scored higher on a cloze test on highly interesting material than on low-interest passages. (MKM)

A study of reading achievement in an Israeli kibbutz discovered reading disability to be no more common among boys than among girls, in contrast to studies done in the United States where boys are more likely to have reading disabilities than girls. (MKM)

In this study, mothers predicted their preschoolers' prereading skills beyond chance expectation. (MKM)

Comprehensibility ratings and sentence-by-sentence reading times of three-sentence narratives (triples) were studied as a function of the coherence of a triple. In both experiments, reading times did not differ for first sentences, but were longer for third sentences of unrelated than for related triples. (Author/RM)

An account of a research project based on the psycholinguistic theory of reading. Its purpose was to isolate, analyze and directly compare the use of syntactic, semantic and discourse constraints by readers of French either as a first or as a second language. (AMH)

This study examined the differences in total number of eye movements, direction of the reading scan, and total scanning time of good and poor second-grade readers who were being taught reading by either the phonics or sight-recognition method. (HOD)

Investigates the relationships between various aspects of linguistic awareness and early reading ability. (HOD)

Reviews psychometric and experimental studies of performance differences on serial memory tasks between skilled and less skilled readers. Offers basic criticisms of the psychometric approach and discusses the experimental research within the context of a general model of short term memory. (AA)

Reports a study of the patterns of responses of 34 American and 28 British teachers of reading to 24 statements about reading instruction. The study is seen as beginning research on how teacher attitudes toward curriculum and approaches to learning affect reading instruction. (TJ)

Reviews using the cloze procedure for evaluating the readability of science textbooks. (SL)

Studies the graphemic-phonemic associations that are formed during the acquisition and subsequent retention of beginning reading responses and evaluates the heuristic value of viewing the formation of these associations as a classical conditioning response. (HOD)

Explores the approach to reading which emphasizes reading within a total language context and concludes that teacher training should stress awareness of the child's general language situation and should discourage reliance on word-skill material. (JM)

Students enrolled in a reading and study skills center for nine hours or more were no more successful academically than students who completed fewer hours. (MKM)