The Boder Test of Reading-Spelling Patterns acknowledges the complexity and importance of the reading process, and speaks of the vigorous research activity in reading; but it examines the reading process in a limited and unnatural fashion, and ignores some of the most potent research findings. (BW)

Provides evidence to suggest that direction in story structure benefits the recall of low socioeconomic sixth-grade children. (FL)

Finds no significant differences for immediate learning for students presented material orally and those presented the same material in written form. Shows, however, that students in the oral presentation mode performed significantly better than those in the reading mode on measures of delayed learning. (FL)

Reviews research dealing with two major questions: (1) Is sexism present in teaching materials? and (2) Are boys poorer readers than girls and should teaching materials be geared to their interests? (FL)

Describes an experiment indicating that having students write expressively on a regular basis could significantly improve their reading comprehension and enhance their attitudes toward themselves and toward reading and learning. Discusses implications of these results for the classroom and curriculum. (HTH)

Reports that reading performance on a standardized test is better when the text is displayed in print, rather than on a computer display screen. (HOD)

It has been customary to simplify texts to increase their readability for young readers. Recent studies suggest that it is the predictability of texts that is the key to their readability and that simplification may actually create problems for the reader. (RBW)

Investigates whether improved fluency and comprehension across different stories in repeated reading depend on the degree of word overlap among passages and whether repeated reading is more effective than an equivalent amount of nonrepetitive reading. (HOD)

Reveals correspondences between the reading deficits of adult patients with neurological damage and normal children with reading disorders. (FL)

Concludes that carefully delineated instruction in summarization skills positively influenced students' use of summarization rules and the quality of their summarization products. (FL)

Reports on a study in which college students differing in verbal ability read and evaluated their comprehension of expository passages. Results revealed both quantitative and qualitative differences in the evaluation standards used. (HOD)

Reveals important relationships between miscue-related behaviors and teacher verbal feedback patterns. (FL)

Reviews recent literature on student motivation and links it with possible classroom practices for improving the reading and study skills of adolescents. (FL)

Concludes, among other things, that fluent oral reading is an important step toward reading for meaning and independent silent reading and that silent reading should be encouraged from the beginning of reading instruction. (FL)

Describes a study in which eight reading specialists and eight graduate students diagnosed the same three reading disability cases. Compares and analyzes the differences in their diagnoses and in their prescriptions for remediation. (FL)