RESEARCH SHOWS THAT, IN SPITE OF THE FAVORABLE ATTITUDE TOWARD SCIENTIFIC RESEARCH, A GAP EXISTS BETWEEN THE INITIATION OF AN INNOVATION AND ITS WIDE ACCEPTANCE. TO HELP CLOSE THE GAP, TEACHERS ARE ENCOURAGED TO APPLY RESEARCH FINDINGS TO CLASSROOM PRACTICE AND TO DETERMINE THEIR FEASIBILITY. SIXTEEN STUDIES ON COMPREHENSION CITED IN THIS ARTICLE…

Noting that the sentence memory models formulated in the 1970s need to be altered so as to be consistent with the fact that people use prior knowledge to process new information, this report discusses issues to be considered in making such an alteration. The report focuses on three questions: (1) What conditions lead people to elaborate and…

Both psychologists and reading specialists have been interested in whether words are processed letter by letter or in larger units. A reaction time paradigm was used to evaluate these options with interest focused on potential units of word recognition which might be functional within single syllable words. The basic paradigm involved presenting…

The citations and abstracts of the ERIC Documents listed in this bibliography include not only a listing of acquisitions of the Clearinghouse on Reading, but also those documents about reading which were acquired by other clearinghouses. They were subsequently announced in "Research in Education" from November 1966 to December 1969 and are…

This bibliography contains 79 entries and is aimed primarily at persons seeking to do research on miscue methodology. It was compiled by a miscue research group at the University of Chicago and is as complete and inclusive as was possible at the time of submission. (Author/WR)

A listing of masters' theses and doctoral dissertations on research in reading education produced at Canadian universities is provided in this bibliography. Organized alphabetically by author, each notation gives the title, the institution, and the year of completion of the paper. An attached supplement includes the more recent theses and…

Discusses the need for new directions for research in children's literature, as pointed out by F. Andre Favat's "Child and Tale: The Origins of Interest." (DD)

Advocates that state and national education systems review existing research before continuing to embark on programs which duplicate existing research. (MKM)

Suggests that no matter how well research is carried out, the results can be almost meaningless unless the design is good. (JM)

Surveys research in the field of listening and explores the relationships between listening and reading. (JM)

Presents a theory which describes the process of reading comprehension under typical reading conditions. Typical reading comprehension is considered to be a special case of a more general language comprehension phenomenon called "rauding."

Discusses three approaches to the history of reading: (1) reading as definition, focusing on the features that characterize reading; (2) reading as cause and effect, focusing on why different definitions of reading come into being; and (3) reading as ideology, focusing on what goal or ideology is implied by a particular history. (MM)

Points out some of the difficulties involved in carrying out reading research, emphasizing the importance of simplification. (ARH)

Discusses the different ways theorists and researchers define "reading." (FL)

Discusses techniques used by reading researchers to derive "operational definitions" of reading phenomena. (FL)