Supports the view that letter-name knowledge aids the child in learning to read. (RL)

Provides several lists of effective teachers' characteristics. Urges that reading teachers keep these characteristics in mind to improve the learning environment and thus help students become better readers. (RL)

A review of the research indicates that Fernald's technique (VAKT) for learning to read and spell is effective in some, but not all, instances. (MKM)

Shows that word discriminability and contextual complexity have significant developmental effects on word identification, reflecting the growth of meaningful reading with age. (RL)

Describes a study that measured student attitude toward reading and reading-related concepts to determine the effects of grade level, reading achievement, sex, race, and social status upon reading attitudes. (Author/GW)

Three experiments examine the information extraction process in adults and elementary school children reading paragraphs or words. In experiments 1 and 2 subjects were presented paragraphs to read and to search for specified targets. In experiment 3 subjects were asked to judge whether briefly presented pairs of letters were the same or different.…

Synthesizing a diverse group of studies, author argues that reading disability is not a unitary phenomenon but can result from deficiencies in different psychological processes. Based on the points at which an individual's reading breaks down, she presents a fourfold classifications scheme capable of categorizing all poor readers. (Editor/RK)

The work reported in this paper was designed to explore the strategies used by 5-year-olds reading sentences from the first book in their school reading scheme, and to test predictions of error patterns derived from the work of MacKinnon (1959) and Soderbergh (1971). (Author)

Describes a study of oral reading errors by six-year-olds indicating that previously read words are frequently substituted at points of miscue, but that reliance on this source decreased over the year, casting doubt on previously postulated developmental phases of reading. (HTH)

Presents a criticism of C. Hicks's references as being out of date or of inadequate methodology. Includes a defense from Hicks and a third-party adjudication suggesting that while the criticisms are well taken, the proposed solutions are not practical and the reader must beware. (HTH)

Reports on three experiments that explored the metalinguistic competence of 26 deaf students to segment and manipulate their fingerspelled lexicons. Indicates their metalinguistic sophistication correlated selectively and significantly with reading success. Also reports on a training experiment that showed that deaf students identified more sight…

Investigates the extent to which the content of 55 college vocabulary texts is consistent with current research and theory on vocabulary instruction. Recommends less reliance on memorization and more emphasis on deep understanding and independent vocabulary development. (SKC)

Discusses the evaluation and testing procedures schools use to evaluate and test reading achievement. Identifies three major categories of tests: achievement/survey, diagnostic, and informal reading inventories. (AEW)

Evaluates the Computer-Based Assessment Instrument (CRAI) as a test for reading proficiency. Notes strengths of CRAI, including its use as a quick assessment of silent reading comprehension level, and the problems with readability and content specific words lists and the lack of scoring features. (JC)

Examines two features that the "Philadelphia Daily News" has employed on behalf of Philadelphia's adult literacy campaign, (1) "The Savvy Reader," a column which reports news stories to lower level readers, and (2) "Fresh Start," a nine-week series designed to give adults daily practice toward the Grade Equivalency…