Third- and fifth-graders, like adults, quickly named words preceded by either an incongruous or a normal incomplete sentence. Results (1) support the assumption that context effects on children's word recognition are caused by spreading-activation and expectancy-based-attentional processes operating simultaneously and (2) indicate that word…

Five experiments were performed to determine whether different amounts of attention were demanded of readers under the following conditions: (1) during the reading of relevant segments of text prefaced by questions; (2) by questions following relevant segments of text; and (3) during the reading of prefatory questions. (LMO)

Examines the nature of listening assessment and recent developments of appropriate tests. Shows listenability to be a function of orality in language and offers a summary of discourse characteristics for selecting materials appropriate to listening instruction. (FL)

Concludes that despite the potential disruption to the flow of understanding, readers' use of lookups is a necessary and appropriate fixup activity when reading only is inadequate for remedying text confusions. (FL)

Reviews research to show that researchers with stopwatches may miss many aspects of reading instruction, including (1) that students continue reading and learning outside of the reading group, (2) that learning to read involves feelings, and (3) that learning to read is more than time spent looking at words. (FL)

Compares the literature on teacher effectiveness with observations of 12 primary grade teachers, noting areas where teachers may be missing opportunities to make seatwork more effective. (FL)

Indicates that (1) readers determine topic interrelations as they encounter new topics during reading, (2) better recallers are more consistent about inferring topic interrelations, and (3) better recallers are more flexible in their processing of topic information. (NKA)

Investigated the different levels of response 60 primary children had to literature in the classroom and examined the differences in terms of stages in cognitive development. (DF)

Provides evidence for the development of grammatical sensitivity across grades one, two, and three. Shows that grammatical sensitivity is significantly related to reading skill level. (FL)

Examines data collected on the connection between second-grade children's conceptions of reading, reading group experiences, and success in reading. Notes consistent differences in the perceptions of high and low achievement groups' conceptions of reading. Finds a direct, if qualified, correspondence between student conceptions and experiences.…

Studies examining phonological skills in children with reading disabilities are reviewed. Reading disability appears to be characterized by a severe deficit in phonological skills. Phonological skills are very slow to develop in reading disabled children, while the visual route to the identification of meaning appears to develop significantly…

Reading disabilities are examined from an interactionist perspective. A brief historical perspective of events, a review of selected literature, and a discussion of implications lead to the thesis that research on reading disability must move away from the search for causative factors and toward the specification of conditions for learning.…

Updates T. Clymer's 1963 phonic generalization study by largely rewriting consonant generalizations. Consonants in 17,211 words from the Stanford Spelling Word List were analyzed and Clymer's 45 rules reduced to three, which predict consonant situations with 99 percent accuracy. (SRT).

Describes the Luiten, Ames, Bradley Readability Variation Method for estimating the variation within a text. Concludes that it is practical and relatively accurate. (HOD)

Reviews "Understanding Research in Reading and Writing," a textbook on the influences on reading and writing research as well as the impact of theoretical and methodological orientations on the structure and substance of research reports. (HOD)