Concludes that, with the exception of number of adverb clauses per T-unit, the oral and written language of first grade children was similar in syntactic complexity. (FL)

Suggests a possible unified theory of reading, interpretation, and composition based on recent research in composition combined with the theoretical contributions of reader response critics in literature. Describes a pedagogical program based on this theoretical model that uses students' responses to texts as the center of the course. (JL)

Reports on a study that used a research design to evaluate three indices of context dependence (CD) and thereby obtain both absolute and comparative evaluations of the discriminant validity of high versus low CD as defined by the constructs that underlie the respective indices. (HOD)

Concludes that skilled adult readers may use the meanings of words ahead of fixation to enrich their interpretation of a text or use those words more simply as markers to guide further eye movements to the location of the next useful fixation. (FL)

Suggests that the sex and socioeconomic status of first grade students have little influence on their reading attitudes. (FL)

Reveals that games, especially active ones, can help teach sight vocabulary to Black first grade remedial readers. (FL)

An investigation of sex role stereotypes appearing in primers used in Mexico found males depicted as active, intelligent, strong, and in command, and females shown as suitable only for doing housework, providing emotional support, aiding the elderly, and observing active males. (FL)

Reports the results of a study that examined the technical adequacy of three selected informal reading inventory procedures. (AEA)

Indicates that fifth grade students receiving systematic instruction in study skills performed significantly higher on factual short answer tests. (AEA)

Presents contrasting evidence on the rate of letter identification. (AEA)

Reports that good elementary school readers corrected more miscues than did poor readers, that poor readers relied more on graphophonemics to make corrections than did good readers, and that there were small differences between both groups' use of semantics and syntax to make corrections except as material increased in difficulty. (FL)

Explores findings from research on the psychology of reading that may confirm and enlarge upon both the importance of planning and the perceptions of plans in writing and reading. (RL)

Supports the argument that there are differences between the reading strategies of children and adults and suggests that pedagogy can take these into account to make adult basic education programs more effective. (AEA)

Analyzes psychoeducational evaluations of 180 students from a rural area and concludes that diagnosis was significantly related to the race of the student, with more White students being diagnosed as learning disabled and more Black students being labeled mentally retarded. (FL)

A study investigated the relationship between scores on individual and group cognitive measures and those on achievement tests for disadvantaged first grade students. (FL)