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)

Concludes that elementary school children taught with a technique involving nonverbal restructuring made significant reading gains over those taught with a question-answer method. (FL)

Concludes that training in a natural instructional setting can improve poor readers' ability to use top-level structure in signaled and nonsignaled passages. (FL)

Concludes that sound awareness scores significantly predicated performance of kindergarten children on a sight-word learning task and a decoding-like task. Subjects' knowledge of terminology was unrelated to success on either task. (FL)

Reports on a study of the curriculum in six paired elementary schools in Los Angeles. Concludes that, if a school has low scores on inferential, interpretive reading, the cure is probably not to give students more of the basics but to develop their vocabularies and general knowledge by providing broad instruction in the content areas. (FL)

This article discusses: (1) evolution of the concept of selective underachievement in reading; (2) evidence that reading disorders are linked to written language and speech problems; and (3) anatomical, physiological, and biochemical aspects of brain research. Specialized medical instruments do not yet replace good clinical observation for…

Urges that a complete science education curriculum should teach the communication skills of reading, listening, writing, and speaking, as well as the practice of literacy in scientific areas. (AEA)

Discusses the theoretical considerations of readers' response to literature. Explores procedures for monitoring and evaluating children's responses to literature. (HTH)

Examines whether paragraph dominant readers at the fifth, eighth, and eleventh grade levels would outscore word dominant readers when tested on their ability to use context clues to determine word meaning. Concludes that this was true only for fifth grade paragraph dominant readers. (FL)

Reviews research on the impulsivity-reflectivity dimension of cognitive style and its influence on beginning reading instruction, reading achievement, reading readiness, and oral reading. (Author/RB)

The study focused on an analysis of the readability of directions on harmful household products. High school students' reading ability was tested using eight sets of sample directions. The results of the study indicate a need for improving the students' ability to read directions on such products. (EC)

This study represents the first phase of an ongoing research program aimed identifying the dimensions of reading attitude and determining how these dimensions relate to a broader range of variables such as reading achievement, scholastic aptitude, classroom behavior, and cognitive styles. (Author)

Examines the effectiveness of a systems approach, diagnostic reading program. (RB)

This collection of articles delivers the knowledge and insights one needs to understand policymaking at many levels, by reviewing viewpoints in categories: (1) Policy-driven research; (2) Policy communications research; and (3) Critical policy research. Educators can use this book to learn how to analyze policy issues, engage in policymaking with…