Investigates the relationship between the reading comprehension and information processing strategies of fluent oral readers of Oriya (a language spoken in India) orthography. Notes that Oriya has some significant differences from English orthography. Finds that good comprehenders were relatively more intelligent that the poor comprehenders and…

Fits spelling data from identical and fraternal twins to a basic multiple regression model. Finds that about 60% of the deficit of probands was due to heritable influences. Finds a nonsignificant sex difference. Suggests collaborative analyses of data from additional twin studies of reading disability to facilitate more rigorous tests. (RS)

Investigates older adults' reading comprehension skills through syntactic measures and measures of sentence content. Analyzes the apparent reading difficulties of older adults. Provides guidelines for the preparation of prose materials for older readers. (HB)

Examines the relationship between two Chapter I teachers' reader-based beliefs about reading and their instructional decision making that took place as they planned instruction and during actual teaching episodes. Finds that participants' beliefs affected their decision making but that other factors also influenced their instructional practices.…

Presents a case study of three reading-disabled children. Concludes that pronunciation and comprehension skills are two dissociable components of the reading process and follow separate courses of development. Suggests that the question of whether poor readers are also deficient in language comprehension depends on the types of disabled readers…

Investigates first graders' self-esteem after receiving remedial reading instruction in the Reading Recovery program. Finds that 78% to 96% of the students responded positively to each statement on a self-esteem questionnaire. Notes that variability of responses suggests the students were discriminating among items. (RS)

Surveys undergraduate students enrolled in a reading methods course for future elementary teachers to ascertain their attitudes toward reading and the teaching of reading. Finds that a high percentage of the future teachers have high positive attitudes toward both reading and teaching reading but do not consider reading to be their primary source…

Describes an action plan to help every child read well. The research base for successful reading is outlined, and specific suggestions are made for reading strategies for preschool, beginning reading, and later elementary school programs. Ten strategies are mapped out to achieve the goal of every child reading. (SLD)

Compares whole language, literature-based, and basal reader literacy instruction in terms of the Elementary Reading Attitude Survey, the Reader Self-Perception Scale, and the Writer Self-Perception Scale. Finds that a literature-based approach to reading and writing appeared to exert superior impact on intermediate-aged children's affective…

Presents a rationale and procedure for evaluating literature study guides based on J. Langer's model for literature study and B. Cambourne's conditions for learning. Compares three guides using the evaluation procedure. Shows great differences in treatments of the same books in five publishers' guides. (CR)

Argues that the field of reading should present a united front to the public--a front that would not stifle debate about the practical implications of the basic facts about the reading process but that would establish reading researchers' knowledge and their shared entry into the community of science where issues are ultimately decided by…

Looks at how Book Clubs (student-centered, literature-discussion groups where each student is reading a different, self-selected book) were structured in a particular second-grade classroom. Argues that students had opportunities for learning the academic and social content of literature while engaging in the cognitive processes and social…

Compares how third- and fifth-grade learning-disabled and non-learning-disabled students use orthographic cues and contextual information during oral and silent reading. Finds that reliance on orthographic cues was consistently more pronounced in the oral than in the silent condition for all groups. Finds differences for students with and without…

Undertakes a comprehensive review of research in technology and literacy from 1986 to 1996, examining trends in the amount of research as well as in salient patterns and foci of the research. Discusses findings in terms of number of pages, literacy type, technology type, subject population, special population characteristics, problem, platform,…

Reviews the use of children's trade books in school reading programs with deaf and hard-of-hearing children. The authors urge combining knowledge of instruction with a focus on the role of the reader within response theory and within comprehension research. Specific models and instructional strategies are discussed. A sample list of children's…