Spatial and temporal matching abilities of normal and disabled readers were investigated. Average and dyseidetic readers were better able than dysphonetic and alexic readers to match purely temporal information. Dysphonetic and alexic readers demonstrated greater difficulty with temporal rather than spatial information. The existence of memory and…

Concludes that both average and poor readers are able to make inferences when reading materials at their instructional reading level. (FL)

Compares the dependence of Hebrew-reading children and adults on graphemes and their translation to phonemes while reading. Concludes that when written Hebrew words are being named by both children and adults, their graphemes are phonemically recorded, with the effect being more pronounced in children. (AEA)

Reviews current research concerning the reading comprehension of college-age students under two broad categories: (1) schema theory and (2) metacognition. Discusses aspects of reading comprehension at the college level that need further investigation. (FL)

In two experiments, a short-term recognition memory task that varied the number of letters distinguishing target and comparison stimuli was used to assess the ability of prereaders and beginning readers to utilize graphic information in a three-letter graphic pattern. (HOD)

Investigates the theory that readers might mediate the recognition of an unfamiliar word by comparing and contrasting that word to known words by studying a population of fourth- and fifth-grade readers who could correctly pronounce common one- and two-syllabe words but not common polysyllabic words. (HOD)

Reports on a study that indicates that male primary school teachers may have some positive effect on children's attitudes toward reading. (HOD)

A survey of 571 elementary school teachers and administrators revealed that most had little knowledge of current children's literature or of ways to encourage children's recreational reading. (FL)

Summarizes a study that investigated teachers' three favorite books as a child and what they felt to be the three best and the three most popular children's books now. Compares the results to a similar study conducted in 1949. (HTH)

A study attempted to identify those performance-related factors that were responsible for subjects' errors on one measure of functional literacy. The analysis of errors revealed that the majority of errors could be explained in terms of information processing failures. (MKM)

Presents a conception of teacher decision making and identifies several questions about the planning of reading instruction. Describes studies of grouping students for reading instruction and examines them for the answers they provide to questions about the planning of reading instruction. (MKM)

Concludes that if secondary school reading programs are to improve, then principals and content area teachers must improve their understanding of the reading process through increased education. (FL)

Participation in any one of four types of composition courses or two types of reading methods courses failed to increase college students' reading comprehension or vocabulary development or to change their attitudes toward reading or writing. (MKM)

Reviews research on the average reading level in the United States, on how well the average American needs to read, and on what the average American can and does read. (MKM)

Results of a study in which first graders learned ten unfamiliar function words in two different formats indicated that sentence readers learned more about the syntactic and semantic identities of function words, whereas list readers remembered their orthographic identities better and could pronounce the words faster and more accurately in…