Reports on a study in which a display system controlled by eye movements of the reader was used to identify the area in a text from which information is collected during silent reading. Results indicated a perceptual span of 25 to 31 character positions for adult subjects. (MKM)

Offers and applies a set of design criteria to characterize ten alternative models of reading or understanding. (MKM)

Reviews the literature concerning beginning reading instruction. Concludes that educators have differing opinions concerning the optimum time to begin reading instruction. (FL)

Describes reading instruction of students between the ages of 6 and 16 in Denmark; adapted from a chapter of "The Teaching of Reading without Really Any Method: An Analysis of Reading Instruction in Denmark." (DD)

Reviews research on the effects of peer-tutoring on the tutor and asks at what point peer-tutoring changes from an effective learning technique to the exploitation of the tutors. (MKM)

Concludes that children in grades two through six can learn sound-symbol relationships even though they cannot define phonics terms or give examples of them. (DD)

Argues that the poor coordination of much reading research is due partly to researchers' failure to consider previous findings. Offers illustrations from three lines of research: verbal reaction time, suppression effects, and phonological coding in silent reading. Offers two suggestions to help overcome the lack of historical awareness in the…

Summarizes research done since 1969 on characteristics of good reading instruction and draws implications for improved reading instruction. (DD)

Discusses the value of comic books as classroom reading material and discusses the findings of a preliminary study of comic book readability. (DD)

This study explores the effectiveness of different methods of presenting words to children of both lower and upper-middle socioeconomic backgrounds. (HOD)

Describes a research study in which good readers were able to predict more successfully the outcomes of both concrete and abstract stories than were poor readers. (MKM)

Examines four recent criticisms of the ideas of Kenneth Goodman on reading and on the use of oral reading for diagnostic purposes. (TJ)

Investigates differences among children in relative reliance on spelling-sound rules v word-specific associations in reading words. The tendency to rely on rules is correlated with ability to read regular words. Findings indicate that analogies and smaller-unit rules are used in the reading tasks. (JMB)

Examines the relationship between three methods of testing students' phonics mastery. Questions existing ways of interpreting test results and suggests two alternatives. (FL)

Acknowledges the influence of Arthur I. Gates, Marion Monroe, and Donald D. Durrell on the author's views about remedial reading. (DD)