The teacher must recognize the legitimacy of the dialect speaker's language by insuring that beginning reading materials accurately reflect the language and experience of the child. Each child should dictate and then read his own language. (Author)

Results of experiment indicate that ability to deduce answers is at least as important as speed or comprehension; problems arise because too much attention is paid to very small fluctuations in scores." (Author/SP)

Illustrates a compromise between vertical and horizontal typographies which should make speed reading faster and more reliable, and suggests that computers could prepare text according to this arrangement. (MB)

Two methods for capturing the letter naming skills of kindergarteners were compared in power to predict Gates-McGinitie vocabulary and comprehension one year later. Both methods turned out essentially the same correlation coefficients. (Author)

Comparison of reading performance of retarded and normal first graders under wordlist and context conditions showed that context significantly facilitated word recognition equally for both groups - facilitation was not greater for normals. (KW)

Problem readers were as competent as average readers in associating non-representational linear forms with words, but were less competent in synthesizing whole sentences from individual linear forms. (Author/WY)

Includes a list of novels in the order of their popularity among an assorted group of 400 students. (RD)

Explores the influence of captions on acquisition of pictorial information and two types of verbal information by hearing-impaired viewers. Findings indicated that the pictorial aspect of the material neither hindered nor enhanced learning; however, the language level of captions can affect performance of certain tasks. Twenty references are…

Describes and presents findings from an educational research study in which 100 students in primary schools were tested with regard to individual variation which could be detected when the children viewed a white disc on a dark background which momentarily disappeared. Findings regarding the smallest dark interval for which the disk was reported…

Standardized reading test scores, family socioeconomic status (SES), and teacher-assigned reading groups of pupils in 37 midelementary classrooms from four school districts were examined. Little support was found for the conjecture that pupil or teacher social class plays a major role in elementary school reading grouping. (Author/GK)

Reports that, when challenged with interesting reading materials, superior elementary school students demonstrated "reserves" of reading comprehension power--an affect not found in average readers. (FL)