Presents a study of adult reading habits based on time use. Indicates a decline in daily newspaper readership, particularly in the past 10 years, but a revival in magazine and book reading for the same period. (JMF)

Reports the results of a study that supports the use of cross-grade tutors reading along with poor readers to improve their reading skills. (HTH)

Suggests that oral and silent sentence reading represent a similar cognitive process. Reports that poor readers, in particular, decrease processing time on difficult words in silent as compared to oral reading. (AEA)

If the classroom English teacher is to be given any assistance in determining the most appropriate literary experiences for developing students' literature appreciation, it is imperative that research create a clearer understanding of the factors involved in developing discrimination in literature. (RL)

Examines an instructional research study (by S. W. Pflaum and E. T. Pascarella) according to several criteria for designing educational research and questions whether the information provided by context-stripping research paradigms can be of genuine use in helping teachers understand and create effective conditions for reading to learn. (MKM)

Includes short reports from four elementary school teachers about vocabulary development, stimulation of student writing, and the effects of parents' reading to their first-grade children. (RL)

Describes five classifications of language usage (representatives, directives, expressives, commissives, and declarations). Suggests that teaching reading comprehension is a matter of helping children understand these uses of language. (RL)

A study was conducted to measure the effect on reading comprehension of forcing attention to different levels of analysis. Results indicated that for adult fluent readers, and--to a lesser extent--for children, attentional orienting tasks affected the amount and type of information recalled from reading a paragraph. (MKM)

Provides reading program supervisors' evaluations regarding the effectiveness of 22 sets of commercially-prepared reading materials. (FL)

Concludes that teacher guidance affects learning disabled students' recall and comprehension of goal-relevant information but that neither text organization nor age level is associated with degree of recall and comprehension. (FL)

Reports on a study in which 12 Asian children's performance in reading aloud a story to their teacher was recorded, transcribed, and analyzed. Draws tentative conclusions about strategies used by children in learning to read a second language. (GT)

An examination was made of factors affecting reading performance of upper elementary students. Factors included effects of questions placed at various positions in the text, role of factual and inferential questions used as adjunct aids, and differences in processing strategies used by the readers in probed recall tasks. (Author/HOD)

Describes the development, validity, reliability, and selected uses of a high school reading attitudes scale. Provides a sample of the scale. (JT)

Reviews research on the effectiveness of SQ3R as a study technique, noting that support for SQ3R is based more on opinion than on empirical evidence. (JT)

Reviews several studies from the ERIC system that deal with the relationship between listening and reading skills and suggests resources for teaching listening skills. (GT)