Examines whether partial pictorial cues facilitate imagery in 6-year-old children and whether the facilitation of recall is due to simple repetition of contextual information or to encoding specificity. Concludes children do benefit from partial pictures. (HOD)

Results do not support the contention of textbook publishers, presidential commissions, and some educators that the reading difficulty level of English, science, or social studies textbooks has eased considerably in recent years. (FL)

Concludes that the level of categorization from which a word is drawn affects its learnability as a sight word. (FL)

To determine which of four modes of reading (oral reading to an audience, oral reading to oneself, silent reading, silent reading while listening) best facilitated reading comprehension, 48 subjects read a passage in each of the modes and answered post comprehension questions. Results supported equivalent comprehension following silent and oral…

Summarizes the results of research on oral and written language processes and lists problems with computer software that does not reflect that research. (AEA)

Concludes that elementary school students had difficulty understanding main ideas of social studies passages and were significantly less skilled at this task than at completing main idea workshops. Suggests that the worksheet approach to social studies is insufficient and that direct instruction using textbooks is needed. (FL)

Reports findings of a study in which third-grade students gave reasons why children and adults should read. Reveals that the children saw reading as a utilitarian activity both for children and adults. (FL)

Examines the effect of prior knowledge activation on sixth-grade readers' comprehension of compatible and incompatible text. Results support the notion that prior knowledge may intefer with, rather than facilitate, reading comprehension under certain conditions. (HOD)

Reports on a study that examined the effects of prior knowledge and topic interest on the reading comprehension of seventh- and eighth-grade students. The results suggested that both prior knowledge and topic interest were autonomous factors in reading comprehension. (HOD)

Investigates the relationship between role stress and perceived intensity of burnout for reading specialists and compares the findings to those discovered for classroom teachers, guidance counselors, school psychologists, and school social workers. (FL)

Examines how much and what kind of reading comprehension instruction is provided in the student textbooks and teachers' editions of five social studies programs at the fourth- and sixth-grade levels. Concludes, among other findings, that direct instruction in skills is rare. (HOD)

Relates how 16 "computer writers" felt about how they use the computer for writing tasks and reports on three experimental studies that compared the performance of college students reading texts displayed on a computer terminal screen and on a printed hard copy. Findings showed that visual/spatial factors influenced locational recall,…

Analyzes research reports that describe specific corrective feedback techniques. Notes effects for comprehension and for accuracy of word recognition among remedial and average readers and discusses instructional implications of the findings. (FL)

Summarizes research conducted at the Center for the Study of Reading at the University of Illinois and points out what it means to daily reading instruction. (FL)

Reviews current research in Australia in the areas of writing, reading, spelling, and using the microcomputer in the English classroom. (EL)