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)

Pupils studied a short passage in one of four conditions: control, passage with title, passage with headings written as statements, and passage with headings written as questions. Passages with headings were recalled significantly better, both in immediate and delayed conditions. Low ability students profited most from the "question" headings.…

Provides a brief overview of the Educational Testing Service's 1971 survey of compensatory reading instruction in the United States. (FL)

Eye movements of good and poor reading fifth grade students, third grade students, and adults were assessed with results indicating that poor reading fifth grade students had relatively unsystematic eye movement behavior with many more fixations of longer duration than did good reading fifth grade students and adults. (HOD)

Analyzes the readability of two science textbook series and suggests that teachers not only should be aware of textual material not easily handled by students but also should be sensitive to the kind of language used in teacher-made worksheets. (AEA)

Presents findings on children's notions about reading, suggests using the language experience approach in teaching reading, and lists classroom activities to promote unity in the language arts. (AEA)

Argues that there is a sequence of decision making from curriculum goals to text function to text form, but that only enlightened educators follow it. Proposes additional research into the nature of the reader-text interaction. (MKM)

The techniques of meta-analysis were used to integrate statistically the findings from 31 studies on the relationship of auditory-visual integration and reading achievement. A total of 146 correlations were collected and aggregated across assessment procedures, reading skills, grade levels, and subject characteristics. (Author/SJL)

Shows that the Test Anxiety Scale (TAS) is a reliable and valid instrument for separating test anxious readers in a population of students. Offers suggestions for reducing reading anxiety. Includes the 16-item TAS measure. (FL)

Reviews investigation of word recognition and identification ability of learning disabled and average students. Disabled students' abilities did not differ from those of average students with matched reading level and IQ, but they made substantially more errors than average students matched by chronological age and IQ. (HTH)

This study examined the discourse-processing operations of children identified as good and poor readers. It entailed comparing subjects' memory of text to the content and structure of the text itself. Findings indicated differences in both the quality and quantity of student recall. (MKM)

Reports on an investigation of the effects of teaching first grade children two sets of six words by phonics and sight word methods in three instructional conditions with either a selection or production response. (MKM)

Discusses research about how Newfoundland dialect interferes with reading and spelling instruction and how teachers' attitudes toward dialect affect student language learning. (RL)

Reports on various instructional procedures that were used to decrease the number of b/d reversal errors made by 10-year-old learning disabled boys. (FL)