Presents a critical review of the research on the effectiveness of adult literacy programs. Suggests that the methods used in current literacy programs offer students little chance of significant improvement. (ARH)

Notes the limitations of the traditional conceptualization of reading in terms of a conduit metaphor, consisting of three parts: (l) an input, (2) an output, and (3) a model that describes the relationship. Argues the merits of looking at reading in light of the tool metaphor, viewing readers and writers as users of information. (NH)

Forty children with an average age of four years three months, did computer-presented reading-readiness activities under different pre-activity and feedback conditions. Overall it was found that children responded significantly better when an introduction to the story preceded computer activities and when active feedback for incorrect responses…

Discusses D. Durkin's 1979 study of reading comprehension instruction and J. Heap's critique of the study in a recent issue of "Journal of Reading Behavior." Asserts that the traditional reading lesson is a vehicle for acculturation or teaching cultural knowledge and logic. (SRT)

Discusses the theory-to-practice issue in reading education. (FL)

Investigates how preschool children gain understanding about the functions of print in order to determine if there are trends in children's processing of print functions that can be identified and used to gain insight into the process. (FL)

Examines several similarities in practices in education and in psychotherapy. (FL)

Reviews Laura Zirbes' long career with particular emphasis on her theories of progressive reading instruction. Suggests that she is a neglected but important figure in modern education. Examines the implications of Zirbes' work for contemporary progressive education. (DR)

This study examined the McCall-Crabbs Standard Test Lessons in Reading to determine whether selections of passages covered a sufficiently wide range of difficulty to warrant their use in developing readability formulas. The results, which find several readability formulas suspect, are discussed. (Author/MT)

Reports on a study that examined the readability of a selection of C. S. E. papers taken from six subject areas. Found that, with the exception of that given in history, the exams did not make excessive demands on the candidates' reading skills. (FL)

Explores the use of microcomputers in readability calculation. (DF)

Finds no relationship between young children's ability to attend to text and to nominate a greater number of purposes for learning to read. (FL)

Extracts guidelines from research for incorporating vocabulary instruction into the everyday routines of the classroom. (EL)

Reports on a program that used older adults to tutor children in reading. Finds that the children made significant gains in reading as a result of the program. (FL)

Discusses the challenges of translating definitions of reading found in research into classroom practice. (FL)