Examines the reading processes of dyslexic children and discusses schema theory and story grammar, two concepts popular with those who espouse the top-down model of the reading process. (HTH)

Describes a study that examined whether high school special education students' scores on a phonics test could be perceptively increased through the use of a selected course in phonics and phonetics. (FL)

Analyzes a shift in the view of the reading process and suggests a modified view of the learning-to-read process as a constructive process. (MKM)

Takes issue with E. Fry's widely accepted claim that the average readability of a book is ascertainable on the basis of only three samples; reports that numerous samples were needed to estimate readability means of 36 basal workbooks. (MKM)

A survey of the reading habits of a group of older Americans revealed that reading was an important aspect in their lives, especially if the habits had been developed earlier in life. (MKM)

Results of an informal experiment conducted with five seven-year-olds and three nine-year-olds suggest that being able to infer well from a piece of reading material does not necessarily prevent children from making mistakes at the level of literal comprehension. (GT)

Contains selected data from a survey of Norwegian citizens' reading habits and interests. (JT)

A study of the readability of governmental pamphlets produced by the State of Florida, based on the use of the Flesch Reading Ease Formula and the Dale-Chall Formula, suggests that if a seventh or eighth grade readability level is considered an appropriate standard for public information brochures, the brochures tested may be too complex…

Concludes that the Spache and Harris-Jacobson readability formulas are quite similar in variables used, in the way they were developed, and in statistical characteristics; notes differences in the Fry graph and raises questions about its suitability for measuring the readability of primary grade reading materials. (ET)

Reviews research findings that suggest the importance of systematic phonics instruction in beginning reading. Cites arguments against phonics teaching and indicates that they appear unsupportable since they are incompatible with research findings and since they make unwarrantedly negative accusations about the kind of teaching that must be used in…

The author reviews some of the recent research on learning to read, and discusses two theories prevalent during the 1970s of the process of perception during mature reading--the Hypothesis Position and the Direct Perception Position. (KC)

Reports that teachers' perceptions of children's reading ability are more closely related to how they view the children's behavior in class than to actual reading performance as measured by tests. (Author/FL)

Suggests that a syllabication system not based on pronunciation is as unrelated to reading achievement as is the current syllabication system. (FL)

Finds evidence for a relationship between children's ability to use word recognition generalizations and their reading achievement, although they may not need to be able to verbalize those generalizations. (Author/FL)

Shows that fifth and sixth grade social studies and science students using the Guided Reading Procedure devised by Anthony Manzo scored significantly higher on short-term and long-term retention tests than did students using other reading approaches. (FL)