Concludes that Black first-grade students from lower socioeconomic status homes would profit from a linguistically enriched classroom environment. (FL)

Uses data from the ERIC system to review the practice of sustained silent reading. (FL)

The results of two experiments serve to extend the processing-time explanation of content effects and to indicate that context effects are greater when reliance upon phonological input is increased as compared to predominant reliance on the direct visual access route to the lexicon. (FL)

Reports on a study conducted in Hong Kong with adult readers indicating that highly educated Chinese/English readers used phonological encoding, but that less-educated Chinese-only readers did not. Speculates on the reasons why. (FL)

Reveals that there are definite factors fifth- through eighth-grade students consider when choosing books for personal reading, including (1) peer recommendations, (2) movie and television tie-ins, and (3) information provided on the book jacket. (FL)

Examines the effectiveness of bibliotherapy in reducing the fears of second-grade children. Concludes that, at least in some cases, bibliotherapy instilled rather than eliminated fears. Suggests that teachers use the technique with caution, especially with lower elementary grade children. (FL)

The functions of spaces between words in adult reading of text were investigated in three experiments. Results were consistent with a two-process theory in which filling parafoveal spaces disrupts guidance of the next eye movement and filling foveal spaces disrupts processing of the fixated word as well. (Author/RD)

Reports results of two national literacy and numeracy testing programs in Australia revealing that there is a sizable fringe group of people unable to function effectively because they cannot meet minimal demands of reading skills. (JL)

Discusses a series of six studies that investigated the performance of 66 reading and learning disabilities specialists and classroom teachers who diagnosed simulated reading or learning disability cases and suggested remediation plans. Results indicate that both commonality and individual agreement among participants was very low. (AEA)

Reviews the literature on the nature of processes within reading groups of different ability levels and the effects of these processes on children's reading development. Presents a perspective on instructional-social contexts for reading instruction. (AEA)

Discusses research related to the relationship between interest in reading materials and reading achievement. (FL)

Reports the results of a study in which community college students were found to be unable to summarize adequately without considerable training. (AEA)

Concludes that insertion and omission miscues made by either good or poor readers at instructional or frustration levels cause little syntactic and semantic distortion, and that, consequently, time spent coding and interpreting such miscues is probably wasted. (FL)

Reviews four uses for norm-referenced tests of reading comprehension. Concludes that three of the uses are actually misuses and that the only appropriate use is for predicting future student performance. (FL)

Investigates the reading ability and classroom performance of vocational students enrolled in the second year of study in auto mechanics, carpentry, electronics, graphics, and masonry. (HOD)