Twelve randomly selected Newbery Award books were evaluated by 21 judges according to the stage and level of moral reasoning that the protagonists used to resolve their moral dilemmas. It was noted that male protagonists resolved all dilemmas at higher moral stages than female protagonists. (MKM)

A study of 46 first-grade children to determine how basal instructed and language experience instructed children would differ in their use of written language cues revealed no significant differences between the two groups in their use of these cues. (TJ)

This study consisted of two repeated measures experiments which explored the relationship between punctuation and grammatical expectations. (HOD)

Provides the results of a case study that shows how instructionally-controlled reading strategies are refined and expanded into mature strategies; recommends techniques for helping students develop mature reading strategies. (TJ)

Suggests that reading specialists can be the change agents needed to bring reading research information to teachers in a practical manner. (MKM)

Reports findings of an investigation of the effect of teaching behaviors on student reading achievement in Spanish. (FL)

Describes two studies: (1) the effects of instruction on the types of reading strategies used by children when given a book and a set of questions about it, and (2) the progress in ability to use a book made by a group of children between 1973 and 1977. (GT)

Notes problems in measuring attitudes about reading, critically examines some existing measures, and discusses the relevancy of such measures for classroom use. (GT)

Examines the following: the history and current status of the assessment of prereading skills or reading readiness in the United States, recent research findings with implications for readiness testing, future directions for prereading measures, and classroom implications of prereading assessment research. (GT)

Identifies variables needing research related to reading. Variables include teacher training and behavior, textbook characteristics including readability, teaching strategies and techniques, reviews of reading research, and diffusion of findings to the classroom teacher. (Author/CK)

A series of Danish studies suggests that a great deal of prequestioning before students read may adversely affect students' reading processes. (DD)

Examines the relationships among accuracy and latency of word recognition and comprehension by nonfluent readers and whether component letter or holistic processing was used in word recognition by these same readers. (HOD)

A sample of 80 first- and second-grade children selected to represent four levels of reading competence were tested in their recognition of semantic, syntactic, and lexical change in sentences previously decoded during prose reading. (JMB)

Describes a study in which seventh graders who read a chapter in a science text along with a written handout explaining the major concepts (in simplified vocabulary) performed better on a post-test than the group that simply read the text. (MKM)

Reports on research on point of view and its effect on reading processes. (AM)