Describes and discusses two types of oral reading responses that can be identified by a speaker of English, pseudo reading and meaningful oral reading. Also speculates on an explanation of how these responses might be generated. (TO)

Presents information on documents in the ERIC system concerning adolescent literature and the reading interests of high school students. (RB)

Describes research on the use of focus-type materials to improve reading comprehension among junior college freshmen, concluding that the use of organizers significantly increased comprehension test scores. (RB)

A sampling of students and their teachers discovers the readability of twelve secondary school textbooks. (RB)

Presents research on reading attitudes in children along with a readiness checklist for use by teachers. (RB)

Article deals with Western European child and adult reading habits; suggestions are made regarding good reading habit formation. (SP)

Project REALISTIC, sponsored by the Department of the Army under contract with the Human Resources Research Organization (HumRRO), was designed to determine functional literacy levels for selected military jobs having civilian counterparts. (MM)

Compares the readability formulas devised by Fry and McLaughlin to the Dale-Chall formula and reports similar results with the Fry and Dale-Chall formulas, but variant results using the McLaughlin formula. Bibliography. (MD)

In this study, it is proposed that there exist various types of reading comprehension. Two types, literal and inferential are examined here. (Author)

Refutes the questions raised by Tuinman and Blanton in this issue concerning his reading comprehension model and its validation. Restates his purpose for examining this area of reading. Tables and bibliography. (RW)