Concludes that teachers' perceptions of reading enthusiasm do not always match those of young students, and many times may be based simply on reading achievement. Suggests that reading attitude and achievement may be two separate entities in the early stages of learning to read and that they should perhaps be treated as such by reading educators.…

Demonstrates how readers' use of cohesive ties can be examined as part of a miscue analysis. Suggests types of differences in miscue patterns between third grade students of different reading proficiency. (EL)

Examines how six high school juniors approached three common study tasks: completing short answer study questions, taking notes, and writing essays. Concludes that different study activities involve students in very different thinking patterns and also lead to different kinds of learning. (HOD)

Explores the role of interpersonal cognitive complexity in the character impressions, story comprehension, response preferences, and literary attitudes of eleventh grade students. Results suggest that interpersonal cognitive complexity predisposes readers toward complex perceptions of literary characters. (HOD)

Describes a computer-based methodology that obtains simple timed responses to sets of words and word-like nonsense items, then presents pilot data depicting estimated vocabulary knowledge and relating it to word frequency and decision response time. (FL)

Supports findings from earlier research showing that older students are more aware of organizational structure, more precise in assessing information, and better able to deal with logical relationships than are younger students. (FL)

A replication of D. Durkin's classic study of comprehension instruction reveals that the study has had profound effects on the way reading is now taught. (FL)

Concludes that, at the beginning of their school careers, children are quite different as far as reading and writing are concerned, and that there are certain universal prerequisites to reading and writing that may be termed "metalinguistic skills." (FL)

Dr. Jeanne S. Chall discusses her research on the stages of reading development from prekindergarten through college and its implications for classroom teaching. (MBR)

Reveals (1) some sex differences in children's reading preferences, but indicates some overlap; (2) that minority and nonminority children differed to some extent in their preferences, but had more similarities than differences; and (3) that children's reading interests have changed little in two decades. (FL)

Indicates that certain items in reading comprehension tests are not measuring for hearing impaired students the particular reading skill they are intended to measure. Argues for a word/idea association strategy as the explanation for this and briefly discusses its relevance for testing and educating the hearing impaired. (FL)

Argues that colleges can use Verbal SAT scores to place freshmen in reading courses when comprehension measures are not available. (HOD)

Reports findings of a survey of elementary school children concerning their preferences when being read to by others. Gives their responses to the survey's 11 questions and draws recommendations from them. (FL)

Employs a well-developed information-processing task to assess the nature of the representation and activitation of letters and geometrical figures and the changes that occur with reading development. (FL)

Describes in detail a procedure that teaches childen to integrate two word identification strategies--use of contexts and phonics. Reports on a study showing the effectiveness of the strategy. (FL)