Describes a study whose purpose was to identify the relative contribution of the nature of instruction and the frequency of encounters in bringing about word knowledge proficiency in fourth-grade children. Results suggest that instruction based on definitional associations is sufficient to affect word knowledge. (HOD)

Describes the development and implementation of a reading program based on the desire to put theory into practice. Details the use of materials, diagnostic procedures, and daily schedules and concludes that individualized meaning-based program provides positive changes in teaching and learning behavior. (FL)

Reports on a study showing that teachers' understanding of learning and the age of children affect children's comprehension styles. (EL)

The process of acquiring word meaning from context was investigated for high- and low-ability fifth-grade children. Findings demonstrated characteristics of processing that differentiate successful and less successful acquisition and underscore the complexity of the meaning-acquisition process. (HOD)

Presents a case study of an eighth-grade girl who received one year of nontraditional remedial reading instruction in which she was treated more like a good reader than a disabled one. Reports that the program produced a moderate improvement in reading ability. (FL)

Analyzes the task performance of two groups of readers--those who made gains and those who did not make gains in a remedial reading situation in order to determine their use of word identification cues. Shows that the gain group was more analytical of the test words and tended to use more units of varying size. (HOD)

Discusses the Global Method of reading instruction, which is used worldwide and which is based upon the belief that reading is a part of a language-based process, incorporating all of the communication skills. Examines its similarities to LEA, as well as its differences, and explains its advantages as a content area reading technique. (FL)

Examines the relationship of achievement in reading, spelling, and arithmetic with a variety of other measures, including tests of visual memory and visual-motor association. Concludes that visual association is more closely related to achievement in reading, arithmetic, and spelling than is visual memory. (HOD)

Reports on research from New Zealand showing that both teachers and students benefited from a concurrent interview technique in which teachers try to discover what their students understand, or fail to understand, from the material they read. (HOD)

Describes the characteristics of effective reading programs and presents implications for the improvement of reading instruction. (HOD)

Compares twelfth-grade students' performance on the Scholastic Aptitude Test (SAT) with their performance on the Metropolitan Achievement Test 1: Reading Survey or the Degrees of Reading Power Test, concluding that the findings challenge the notion that low SAT scores indicate a lack of basic reading skills. (HOD)

Concludes that an individualized instruction program using cognitive style provides sufficient additional developmental benefits to college students to merit further study. (FL)

Describes and examines the word choice and frequency in six tests and raises questions about the use of word lists and controlled vocabulary in producing basal readers, judging and manipulating readability of texts, and building vocabulary. (HOD)

Reports on three studies that investigated the knowledge gained by students, ranging from grade 3 to graduate school level, from exposure to single examples of literary types. Concludes that students of all ages showed evidence of some pick up of rhetorical knowledge, although of limited complexity. Contains materials used in the study. (FL)

Concludes that reading clinics run by colleges offer services to the community as well as for training students in diagnosis and remediation and that their services, fees, and clients vary. (FL)