Transcriptions of 156 recordings of teacher/child interactions were analyzed and teacher verbal moves were described as pedagogical, asides, or providing feedback. The pedagogical moves were subdivided into areas concerned with welfare, directions, providing words, word recognition, phonics, and comprehension. (MKM)

Concludes that both boys and girls benefited from reading sex-appropriate content as opposed to content that was self-selected. Confirms that strong group feelings about reading exist outside a sex-typed pattern of interests. (FL)

Reports that in a low-risk reading lesson activity, individual differences among students appeared as a function of the type of verbal interaction pattern or "register" with their teacher, while in a high-risk standardized test condition, individual differences appeared as a function of reading ability. (Author/MKM)

Reports research results suggesting that teachers need to assess several facets of reading comprehension, such as vocabulary, comprehension of passages, and speed of reading, in order to obtain an adequate picture of students' reading skills. (AEA)

Suggests reasons why a sustained silent-reading program failed to work at a San Diego high school. (JT)

In a six-week study involving seventh- to ninth-grade students in a summer corrective reading program, neither the holistic nor the subskill treatment had a significant advantage in improving student reading comprehension or attitude toward reading. (JT)

Illustrates the importance of carefully interpreting reading test results. (JT)

Suggests that town and small city audiences differ from rural, farm audiences in some newspaper content preferences. (RL)

Discusses research on language development and the conditions that facilitate and inhibit language learning; discusses the basal reader approach to language development and proposes spontaneous talk as an alternative format for teacher/student interaction and language development. (HOD)

Summarizes types of reading research studies reported in 1970 and in 1980, describes the establishment of the Center for the Study of Reading at the University of Illinois, and notes a research trend away from the testing of programs and toward the development of principles. (ET)

A review of interactive models of reading combined with the assumption of compensatory processes indicates that compared to poor readers, good readers appear to have superior strategies for comprehending and remembering large units of text and are superior at context-free word recognition. (MKM)

Overall findings of this meta-analysis reveal small effects of adjunct pictures on reading comprehension. No advantage was found when traditional v nontraditional text settings were compared. Line drawings seem to facilitate comprehension and color pictures seem to have a greater effect than black and white pictures. (Author)

A study conducted in Northern Ireland discovered differences in cognitive processing between average adult readers and adult literacy students. (MKM)

Concludes that, of several reading readiness factors, knowledge of alphabet letter names is the best predictor of phonics skills other than vowel recognition and of reading abilities involving words in insolation, and that number knowledge is the best predictor of reading abilities involving words and syntax. (FL)

Compares seven reading expectancy formulae after converting each to stanines to determine whether the more stabilized formulae would produce similar decisions as to whether a student should be referred for further diagnosis. (FL)