Surveys research in the teaching of reading in the content fields and decides that present research findings are not conclusive as to reading improvement in these areas. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)

Describes a research study in which black paraprofessionals and black studies materials were used in two language arts classes of black students. Discusses the results in the light of teacher expectancy, students' interest, and the regress phenomenon." (RW)

Describes the results of two pilot studies involving readers' spontaneous responses to short stories during the actual reading process. Analyzes the responses to show the nature of the reading process in the individual. Bibliography. (RW)

Compares the Edison Responsive Environment (ERE) type of programmed instruction and a non-automated, multimedia instructional system. (RW)

Indicates that middle school teachers do not make accurate subjective judgments of the reading levels of their students and tend to overrate poor readers while underrating good readers. Suggests that the Individual Reading Placement Inventory (IRPI), a newly developed standardized test, gives a more accurate measure of reading level. (MS)

Describes the Experiment in Reading for Mexican American Students (ERMAS) a Title III, ESEA program in Spanish that is taught in a manner consistent with the program to be used for reading in English. While learning to read in Spanish, the child simultaneously learns to speak English through an aural-oral approach. (JF)

Notes among other things that prospective teachers fall below a satisfactory level in reading, lack sufficient general information, and show disinterest in teaching on a personal inventory. Upgrading in the selection and preparation of teachers is urged. Bibliography. (RW)