The aim of this study was to examine what year-six reading instruction pupils were being given and what year-seven pupils needed and to explore the varying dimensions of the intervening expanse. (HOD)

Investigates the proficiency level of adult readers on the "when" and "where" aspects of storing and retrieving information to successfully complete a task. (HOD)

Uses a naturalistic setting to explore the effects of word-recognition instruction by a context method and a word-alone method to find out if mode of assessment plays a part in determining efficiency of methods. (HOD)

Reports the findings of a survey of 61 schools in 29 states concerning the types of reading courses they offered. Reveals that reading is offered extensively as a separate course and that remedial reading is the course offered most often. (FL)

Examines the responses of three fifth-grade girls to two literary texts to determine what aspects of the texts and what characteristics of the readers influenced the creation of story and, in turn, the ability of the readers to assume and maintain a spectator stance. (HOD)

Details a study that examined whether second grade children who were achieving at various reading levels scored differently on perceptual and perceptual motor tasks. (FL)

Reports that reading achievement in the elementary grades is consistently rising and that older students may not be developing the higher level reading skills. (AEA)

Reports the results of a study that compared the effects of instruction in sentence combining to instruction in sentence reduction or element identification on growth in listening and reading comprehension. (AEA)

Reviews significant research into child Black English, describes some of the controversies raised by that research, and offers some implications for teaching suggested by the research. (FL)

Explains how a teacher can prepare students to read content area material by helping them bring prior knowledge about a topic to memory. (AEA)

Describes the development and testing of an instrument designed to measure two factors--affect and anxiety--associated with reading avoidance. (FL)

Reports on a study that examined whether different school staff members agreed on the importance of various roles performed by reading specialists. (FL)

Reveals that first-grade students preferred to read silently, while third-grade students preferred oral reading. Third-grade readers' reasons for preferring oral reading indicated that they had been conditioned to view reading as a means of allowing teachers an opportunity to correct mistakes rather than as a communicative activity. (FL)

Reports on a study in which ninth-grade students of differing reading ability were asked to paraphrase a section of text. Indicates that a major difference among reader ability groups was in the number of inferences they made in the paraphrasing task. (HTH)

Postelementary reading instruction is offered in many specialized developmental and remedial courses, but there is some awareness of reading needs in content areas and of the need for those teachers to accept responsibility. A review of the literature examines whether postelementary teachers teach reading as an integral part of their content area…