Presents the results of two studies intended to determine: (1) whether psycholinguistics can explain the reading behaviors of adult Spanish speakers reading in English and Spanish, and (2) whether these readers transferred their Spanish reading skills to English. (Author/AM)

Results of a study in which four instructional methods (involving different amounts of preparation and guidance in reading short stories) were used with 48 seventh-grade students demohstrate that it is possible to simultaneously prepare able and less able readers for discussion of the same story. Reading attitudes were also assessed in the study.…

Reports that first grade children in Zaire who used a carefully controlled native language primer (developed to meet a need for up-to-date, relevant primers in Zairean languages) achieved higher reading scores than children who used an old (1952) primer. (GT)

Investigates whether placement of pictorial adjuncts before or after related textual material enhances instructional effectiveness for learners of varying ability. Junior high students (N=84) were randomly assigned to one or three treatments in which a diagram of the hydrologic cycle was inserted before, after, or omitted from the text. (CS)

Describes a study which examined through classroom observations of reading and social studies whether elementary schools provide comprehension instruction. Major findings included the fact that almost no comprehension instruction was found. (MKM)

Analyzes a report by D.D. Steinberg and J. Yamada that investigated which of the different types of scripts used in Japanese writing was the easiest to learn to read. (MKM)

Offers a rebuttal to Tzeng and Singer's criticism of the authors' study of the ease of learning to read the different Japanese scripts. States that the symbols and words were taught in the ordinary situation in which they are learned. (MKM)

Reviews studies that explore the nature of the relationships between reading and writing and that suggest the influence of writing on word recognition, reading comprehension, and reading motivation. Offers six recommendations for classroom instruction based on the available information about the reading/writing relationship. (GT)

Summarizes 554 reports of reading research, categorized into six major areas: summaries of reading research, teacher preparation and practice, sociology of reading, physiology and psychology of reading, teaching of reading, and reading of atypical learners. (AA)

Details an investigation of the relative contribution of two dimensions of field dependence-independence to the prediction of specific reading skills for first-grade children in an intensive phonics program and in a basal reader program supplemented with phonics. (FL)

Indicates that a child's self-esteem is not significantly related to reading gains in individual remedial reading instruction. (FL)

Examines the error patterns of 26 third grade developmental readers who read and reread extended oral passages at instructional and frustration performance levels. Suggests that consistent word recognition strategies are used by these developmental readers. (RL)

Details a reading program in which freshmen in a developmental studies program read books to children at a local public school. Reports that the students engaged the children in pre-determined learning activities and reflected on their own, as well as others', reading processes. Discusses theoretical underpinnings of this model. (Contains 19…

Reviews literature on family influence on children's acquisition of literacy. Discusses the ambivalence regarding family literacy theories and the lack of family literacy theoretical frameworks. Identifies types of family involvement and effective literacy strategies for families. Finds that most studies suggest that family literacy contributes to…

Reports on what factors teachers say have influenced their beliefs and instructional practices concerning reading. Finds that both subskills-oriented and whole language teachers identified their classroom experiences as teachers as the single greatest influence on their beliefs about reading and reading instruction. (RS)