Discusses a descriptive study of reading strategies used by lawyers and law professors, and reports on an experimental study where law students were taught the strategies. Finds that the strategies significantly improved comprehension, especially of beginning law students. (SKC)

Identifies cognitive characteristics and learning style preferences of gifted readers, and presents instructional guidelines for accommodating those preferences. (HTH)

This review of findings in the field of readability research discusses the differences in meaning between readability and legibility, examines the origins and developments of readability formulas for children's and adult materials, and describes several of the best-known formulas for English-language materials. (46 references) (Author/LRW)

Examined reading habits and activities which may require skills used in prose recall tasks as they occurred in everyday lives of young (N=18), middle-aged (N=18), and older (N=18) adults who kept structured diaries. Everyday activities and reading habits were related to daily life requirements. Pattern of activities was influenced by current…

Reviews the results of research on English as a foreign language conducted in Brazil using verbal report data to examine the cognitive processes and strategies people use in reading and writing. Offers suggestions for future research on the topic. (NKA)

Refutes six arguments commonly used to discredit remedial teaching of decoding skills to young adults in order to motivate both researchers and teachers to reexamine the role of decoding skills in reading in the upper grades and beyond. (SKC)

Reappraises the relationship between television use and reading achievement. Concludes that what change there is in reading skills does not seem to be related consistently to time spent viewing TV. Suggests that the question of the influence of media use on reading achievement requires a more sophisticated approach than has been applied in the…

Relates research done with three strategies to create "text-based interest" (how interesting a text is) in order to improve children's recall of expository texts used in schools. While some of the strategies increased subjective interest, none significantly improved recall. (SR)

Examines how the child approaches reading and spelling in the light of the developmental sequence of phonological awareness skills, by looking at the growth of these skills from the initial formation of each skill through the early stages of their development. (RS)

Concludes that the regularity effect is phonologically, not orthographically, mediated; that good readers use a predominantly phonological strategy in lexical decisions, while poor readers do not; and that for the best readers-spellers, orthographically and phonologically irregular words have a special status, allowing them to gain fast and…

Suggests that further explication of the notion of "importance" will benefit the reading field, at both practical and theoretical levels. (ARH)

Investigates the significance of the parent's role in reading aloud familiar or unfamiliar stories to their children. Concludes that, although the nature of the interaction between parent and child did not differ with respect to the parent's gender, there were differences in the kinds of interaction strategies used in familiar versus unfamiliar…

Summarizes research addressing the relationship between television viewing and reading. Uses the history of this research as a case study to highlight the difficulties inherent in generating research-based responses to complex educational issues. Recommends that teachers shape and exploit the television viewing habits of their students. (MM)

Argues that kindergarten reading programs should do the following: (1) be structured but not formal; (2) be developmentally appropriate; (3) focus upon broadening each child's experiential base; (4) foster each child's desire to become literate; and (5) provide an environment rich in printed materials and opportunities to use them. (FL)

Discusses three facets of reading-writing relationships: (1) the processes underlying reading and writing; (2) the communicative contexts influencing reading and writing; and (3) the learning outcomes derived from reading and writing, including the influence of reading upon writing and writing upon reading. (MM)