Reports on a study that investigated the nature of the relationship between reading ability and performance on intelligence tests. Reveals a number of findings. (FL)

Concludes that in virtually all tests involving phonemic processing, poor readers performed significantly worse than did chronological age controls. (FL)

Concludes that a significantly higher proportion of a word was needed by all adult ESL students to identify low-frequency words than high-frequency words, and a significant difference existed in the proportion of a word needed by all subjects for identification in poor, moderate, and rich contexts. (FL)

Reports that reading instructional level scores of a teacher constructed informal reading inventory, the commercially prepared Basic Reading Inventory, the Metropolitan Achievement Test, and students' actual level of placement in books are roughly comparable but that the Wide Range Achievement Test reading subtest places children much higher. (FL)

Discusses the implications of research findings for the two-strategy model of context effects on word recognition. (AEA)

Indicates that Fijian pupils who had read a large number of high-interest story books written in a second language (English) progressed in reading and listening comprehension in that language at twice the rate of those students who had not read such books. (AEA)

Investigates the hypothesis that, in the case of individual similes, bits of lexical information, or word knowledge, are predictably and absolutely essential to the resolution of similes. (HOD)

Reports the results of a 1983 survey of state agencies involved in certification, with attention focused particularly on the requirement for teaching in the basic academic subject fields--English/language arts, social studies, science, and math. (HOD)

Argues that affective dimensions are basic in the development of gifted learners' reading potential. Examines two crucial affective areas--interest and attitude--and suggests instructional applications that can stengthen reading programs for gifted learners. (FL)

Details a study in which high school students were introduced to a categorization strategy for vocabulary terms related to literary analysis. Concludes that the strategy was a worthwhile addition to the traditional Socratic approach to literary analysis. (FL)

Describes "What Works in Reading?," a study of the variables that contribute to reading achievement. Provides an analysis of the study's impact, and examines why its findings were translated into policy. Isolates and discusses factors associated with research utilization. (CMG)

Presents a case study in which an adult student with prediction strengths needed graphophonic skills. Discusses two remedial strategies. (FL)

Describes two studies showing that young readers may have trouble with comprehension when text contradicts their own prior knowledge. (FL)

The Ball-Stick-Bird method of teaching reading, in which a line, circle, and angle are used to make all the letters, was tested with 48 boys (8-12-years-old) in a special education program for emotionally disturbed children. (Author/IM)

A survey of 120 fifth- and sixth-grade children indicates that the number of hours spent viewing TV is significantly related to perceptual passivity; that a negative correlation between perceptual passivity and reading achievement is not indicated; and that a negative correlation between the number of TV viewing hours and reading achievement does…