Findings of a study of children's reading errors indicate that proficient readers concentrate on sense and grammatical flow rather than on graphic and phonemic aspects of print. The findings suggest that low ability readers should be helped to fixate less on the physical aspects of print and more on meaning and grammatical flow. (AEA)

Results of a New Zealand survey showed that parents were interested in their children's reading progress but were not aware of the teaching strategies they could use to reinforce school learning. (GT)

Points to the need to teach children the reading skills they require in their present lives. Lists information-finding skills and critical reading skills children need, based on an informal survey of children's reading, and suggests ways of teaching the skills. (GT)

Reports on research probing job-related literacy demands and on programs promoting job literacy. (JT)

Discusses recent research on story structure in terms of developmental differences in comprehension and presents some suggestions on how this new evidence can be applied to teaching strategies in the classroom. (Author)

Details a study indicating that the minimal level of literacy necessary for adults in Milwaukee, Wisconsin, is very high. Provides a master list of vocabulary words, symbols, numbers, abbreviations, computational skills, and writing skills needed for functional literacy. (MKM)

Describes research conducted in France on text readability and suggests that readability formulas give high scores to redundant texts that have no great interest and penalize texts with original information. Argues that a coefficient should be incorporated into readability formulas that reflects the nature of the text. (MKM)

Indicates that second, third, and fourth grade children performed significantly better on an easily discriminable word identification test than on a highly confusing version. (FL)

Reports the findings of a matched-group study showing that the academic achievement of native Canadian elementary school children was not significantly different from that of their nonnative peers. (FL)

Presents preliminary data from a study of the effects of supplementary instruction given by teachers and by paraprofessionals on the reading and mathematics achievement of inner-city remedial students. Concludes that no differences in achievement were attributable to type of instructor. (FL)

Describes the development of an instrument that identifies what children who are just beginning first grade reading instruction know about the written language code and relates this knowledge to beginning reading achievement. (HOD)

An investigation was conducted to identify and compare the reasoning strategies used by above-average and average readers in reading comprehension. Findings indicated that both groups used various types of reasoning strategies in comprehension, but that there were significant quantitative differences between the groups in application and success…

Analyzes eight variables in diagnostic tests to determine which are the most predictive of reading levels and then discusses how much each variable adds to this prediction and whether the answers are equally applicable to grades three, six, and nine. (FL)

Reports that reading rate gains that may have been derived from a film-aided speed reading course were not retained when the subjects encountered difficult reading material. (FL)

Reviews research done in the 1970s on the graphic, morphological, syntactic, textual, and semantic levels in foreign language reading and compares it with first language learning research. Speculates on future developments that may result in more efficient teaching programs and test devices in foreign language reading. (FL)