Examines the relationship between 14 social process variables and the reading performances of 180 slow learners, ages 7-15. Finds that two of those factors (brith trauma and being held back in school) emerge as predictors of reading comprehension, word recognition, and spelling. (RL)

Shows how third graders' error patterns on a reading test related to their cognitive styles. Suggests corrective teaching strategies to follow such categorization and analysis. (RL)

Students who received phonics and word recognition instruction directly from a teacher developed a more positive attitude toward reading than did students who received instruction through tape-recorded lessons. (MKM)

Because of the great amount of time children spend watching television and the effect that this may have on their reading achievement, it behooves parents and teachers to be concerned and knowledgeable about the issue. Discusses some methods for developing children's interest in reading through properly guided television viewing and relating…

Reports on research concerning cloze techniques; shows how a technique termed the "Interactive Cloze Procedure" was used to help eighth grade students study the use of imagery in a literary selection. (MAI)

Reports on a study of the reading strategies of 14 black adult college students who were nonproficient readers; compares results with those from earlier studies of children's reading strategies. Offers suggestions for remedial reading courses at the college level. (TJ)

A 3-year research project (1974-77) in connection with the national campaign against adult illiteracy involves assessing the role of broadcasting in motivating adults to ask for help, investigating appropriate instructional media, and correlating the various learning situations and the subsequent social benefits. Some problems of research design…

A study of the oral language of Native American children indicates that many are not proficient enough in English to learn to read. Suggestions are given for language development. (MKM)

Shows that subjects receiving the most "overlearning" (repetitive instruction) remembered the most words, suggesting a linear relationship between overlearning and retention. (RL)

Concludes that beginning reading instruction organized around a phonic decoding model effectively teaches beginners how to decode novel (untaught) words, and that sound blending is important in this process. (RL)

Responds to an article by S. Alan Cohen on oral language deficiency and its relation to reading failure, and concludes that reading achievement and reading failure are largely determined by cognitive and communicative strategies that may be socialized differently in diverse social and ethnic groups. (JM)

Discusses a study which compared informal reading inventory formats and which found that the most accurate measurement involved silent reading followed by oral reading. (MB)

Reports three studies indicating that context has little effect on high school students' ability to infer the meaning of unfamiliar words. (HTH)

Summarizes good reading research published in journals during 1986, focusing on studies that deal with reading comprehension, prior learning, and word recognition. (SRT)

Identifies two statistically significant prediction equations involving independent dynamics that are based on information provided by 225 primary teachers regarding (1) 14 predictor variables and (2) their orientations toward three instructional emphases: graphophonics, skills, and whole language. (NKA)