Reviews the literature concerning cognitive style and its effects on reading. (FL)

Results of a study of the reading rate of 435 students varying from grade four through college support the theory that individuals typically read at a constant rate rather than adjusting their rate to the difficulty level of the material. (AEA)

Discusses the generalizability of educational research and uses the area of main idea comprehension to illustrate how a line of research can be overgeneralized and lead to unfounded conclusions and pedagogical implications. (FL)

Identifies the types of questions in standardized reading tests to reveal whether the tests cover various comprehension skills and measure students' growth in higher skills from year to year. (AEA)

Reading disability research indicates numerous possible internal and external factors, usually in composites, which can be accompanied by emotional maladjustment as the cause and effect of reading problems. The types of stressful conditions and maladjustments are discussed. Specific areas needing further research are suggested. (CM)

Concludes that (1) when women read advertisements, they screen them through their own personalities, including their personal and family marketing needs, and (2) the process they use to do this depends more on the product advertised and its usefulness than on the advertisement. (FL)

Begins a series of presentations on European researchers with a discussion of the work of Francois Richaudeau, who has closely examined the association between reading and writing. (HOD)

This paper describes four syndromes of acquired dyslexia in adults: deep (phonemic) dyslexia, surface (semantic) dyslexia, phonological dyslexia, and letter-by-letter reading (word-form dyslexia). Each description inquires whether reading performance is (1) sensitive to dimensions of words; (2) affected by experimental manipulations; and (3)…

Determines from empirical information on the application of four readability formulas to a group of widely used college economics textbooks that there is no consistency in the absolute reading levels or the rank orderings of these books. (AEA)

Reflects on the importance of observation and documentation of detail in producing critical thinking and accurate writing. (AEA)

Reports that reading researchers are now debating whether reading is a bottom-up or top-down process. (FL)

Reports that story grammar seems to be more useful for teachers than for students. (FL)

Discusses the results of a study that examined the relationship between comprehension ability and prior knowledge in children's recall of structurally equivalent text. (AEA)

Supports the developmental gradient-shift explanation for differences between the reading performance of children and college students. (HOD)

A study examined whether a single subject methodology that provided for alternate exposure to contexts and definitions would provide results similar to an earlier study in which one group studied contexts while a second group studied definitions. (HOD)