The study of reading in restricted contexts ultimately short changes children. The continuous proliferation of research data results in teacher training courses that are overloaded with marginally relevant material. A vast number of "teachable skills" are isolated, and well-meaning publishers produce sophisticated but unnecessary materials;…

Two experiments examined the effects on recall of encoding and retrieval "depth" (the extent to which subjects process the semantic as well as the phonetic and orthographic attributes of verbal material), encoding-retrieval cue compatability, and subject versus experimenter generation of cues. In the first experiment, 117 undergraduates, divided…

Prepared as an introduction to the methods and techniques of citation and co-citation analysis for educational researchers, this paper describes a citation database which was extracted from educational research periodicals and explores in a preliminary manner the results of a a citation analysis of the database. The analytical procedures involved…

An instructional study was conducted (1) to explore the efficacy of using an explicit instruction model versus a basal approach to teach the comprehension or critical reading skills of discerning fact and opinion and evaluating evidence, and (2) to learn whether adding a functional aspect to the instruction would affect the students' acquisition…

Describes the maze technique, which is designed to evaluate reading comprehension, and presents some research substantiating reliability. (RB)

Research supports Samuels' focal attention hypothesis for acquiring reading responses to novel words presented in isolation. (RB)

Replicates the McConkie and Rayner study (1974) in which the strategies of college students were manipulated through the use of payoff conditions. (RB)

Contains a list of 53 selected references on research in secondary reading instruction, followed by a further categorization of the contents under fifteen subdivisions. (RB)

Lists the factors related to reading achievement, together with the research which supports each factor in the list. (RB)

Demonstrates some of the important factors that should be considered in research into the teaching techniques used with schizophrenic twins. (RB)

Concludes that those taught feature analysis did not excel in naming letters but did differ significantly in the kinds of errors made. (RB)

Concludes that the Estes Scale is an effective instrument for measuring levels of positive attitude toward books and reading. (RB)

According to the results of this exploratory investigation, the students read better when they were requested to read for meaning and not interrupted during the reading process. (Author)

Changing function-type responses to classification-type responses in poor readers will result in improved comprehension. (RB)

Indicated that subjects with reading disabilities gave significantly fewer correct responses on cloze tasks, but they took the same time as subjects without reading disabilities. (RB)