Concludes that syntax as an isolated factor carries no special effects on the two factors comprising ethos--authoritativeness and character. (FL)

Suggests that educators must move beyond debates about the meaning of reading to more specific discussions of word recognition, sentence processing, text comprehension, critical evaluation, and communication functions. (FL)

Applies a taxonomy to a review of the methods used to study mental processes in reading that divides the methods into simultaneous or successive and obtrusive or unobtrusive; the taxonomy proved useful in describing encoding and memory processes. (AEA)

Concludes that H. R. Myklebust's Pupil Rating Scale is significantly and substantially related to reading and mathematics achievement as measured by the Metropolitan Achievement Test and the Short Form Test of Academic Aptitude. (FL)

The Minnesota Multiphasic Personality Inventory was analyzed by readability formulas which represent varying criterion of comprehension from 50 to 90 percent. If an examiner wishes to ensure 90 percent comprehension of the inventory items, nine years of successful schooling seem necessary. (Author/SJL)

Reports on a study that found people could follow instructions from flowcharts or lists more quickly and accurately than from prose. (HOD)

Finds that many Canadian and American preservice and inservice teachers are not being prepared adequately to teach reading in kindergarten. (FL)

Reviews and identifies several aspects of adult reading habits in the United States. (FL)

Describes three experiments designed to investigate the effect of sentence organization on the comprehension of procedural directions. Ease of comprehension was determined by measuring reading time for two different sentence patterns, while subjects followed instructions to operate an unfamiliar device. Experimental results showed that…

Describes two experiments where readers were asked to restore missing actions and physical and mental states to short narratives. Although some deletions resulted in violations of the event chain taxonomy while others did not, in both cases readers used knowledge of possible causal sequences to repair gaps in stories. (Author/MES)

Reviews research indicating that, on the average, students read narrative prose faster and comprehend it better than expository prose. (AEA)

Argues that metacognition gives a framework for understanding earlier studies on the relationship between reading rate and text characteristics and points toward an explanation for reading flexibility. (FL)

Reviews research findings that suggest that literacy is nearly universal and that interest in reading is at an all-time high in the United States. (FL)

A survey of the literature on children's language and reading, divided into three major areas: the child, the instructional materials, and the teacher. (DD)

Examines the various approaches to reading instruction, their merits and shortcomings, and advocates a blend of all approaches for literacy that is fulfilling rather than mechanical. (HTH)