Analyzes the relationship between amount of time devoted to leisure reading by Irish elementary school children and a series of personal, home, and school variables. Reports that reading consumed 5.4 percent of available leisure time and that the variables considered accounted for only 22.9 percent of the variation in time in book reading. (MKM)

The development of four-year-old children's knowledge of letters and printed words was studied to determine if preschool children begin reading, and if so, how. A natural hierarchy of knowledge was noted. (MKM)

Identifies 10 areas representing significant coverage in 459 articles published in three major reading education journals between June 1976 and June 1978: material description, comprehension, program designs, testing/evaluation, teacher variables, affective domain, content area reading, phonics, readability, and bilingual concerns. (FL)

Explores children's ability to segment utterances into syllables and phonemes, and their skills in the recall of sentences of low and high complexity. (HOD)

Suggests that many disadvantaged minority students lack the test wiseness that would permit them to score well on standardized tests and recommends that such students be taught how to take tests. (TJ)

Suggests that the initial teaching alphabet has been demonstrated to be an effective tool in teaching reading to bilingual students and to students with reading and cognitive disabilities. (TJ)

Reports an investigation of the relationship between visual ordering and perception as determined by cognitive tasks and a child's understanding of reading readiness concepts. (FL)

Discusses the hazards that the English language contains for children learning to read, reports the Bullock Report's recommendation to judge I.T.A. on its merits, and describes research findings suggesting that the probability of reading failure is considerably greater when T.O. is used than when I.T.A. is used. (GT)

Describes a method of beginning reading instruction that makes use of stories (such as "Goldilocks and the Three Bears") already known by children, and cites research studies that provide support for such a method. (GT)

Discusses a study that explored the effect of a guided reading strategy on the short- and long-term comprehension of disadvantaged students in a seventh-grade geography class. (DD)

Discusses a study designed to determine whether early reading instruction constitutes a positive factor in the cognitive development of children. The subjects for this study were 25 children in a nursery school in Macerata, Italy. (CFM)

A survey shows that for adults, reading is not a substitute for human contact: the socially isolated read less. (MKM)

In a replication of two studies, the author found that sixth and eighth graders performed comparably to their counterparts of 60 years ago on reading comprehension and vocabulary tests. (MKM)

This study confirmed that young Spanish-speaking readers use contextual clues when they read in Spanish. (HOD)

The systematic study of reading dates from the beginnings of experimental psychology in the 1880's. A revival of experimental work began in the 1950's. The research community needs a more convincing justification for continued government support of reading research than one based on potential links to classroom practice. (Author/JM)