A study of four methods of teaching vocabulary--an association method and methods using categories, context, and dictionaries--indicated that the context method was the most successful. (DD)

Reports on an examination of intermediate level basal readers in eight series, concluding that they reflect reasonably well the interests of intermediate children. (DD)

Discusses the rationale for sustained silent reading, suggests methods for implementing it, reports on studies showing its positive effects, and notes problems and benefits involved in sustained silent reading programs. (DD)

Concludes that there are significant differences in the attitudes of secondary teachers toward teaching reading in content classrooms, with English teachers scoring "positive" on the instrument used, and mathematics, science, and social studies teachers scoring "average." (DD)

Indexes 68 reading series or supplementary reading materials by 29 publishing companies and indicates which of them are at the same readability level. (DD)

Reports that of nine skills generally considered prerequisites for independence in comprehending written messages, one skill was found to be a false prerequisite, three were identified as possibly necessary but not sufficient for success, and five were associated with competency in the comprehending task. (FL)

Describes a study designed to determine whether one-minute or two-minute tests of reading rates are more reliable and whether warm-up exercises improve the accuracy of rate measures. Indicates that results were inconsistent with theoretical expectations and past research and suggests that no changes in standardized testing practices are currently…

Reports on a study of 76 learning disabled children to discover the relationship between the auditory perceptual skills and reading skills. Indicates that the relationship between reading performance and the auditory skills of auditory closure and sound blending are relatively small. (TJ)

Reports a series of studies that investigated the role of parafoveal vision in reading by using the Stroop phenomenon. Supports the "peripheral search guidance" process of Hochberg's model of reading, and provides evidence of processing variations across retinal location. (RL)

Provides further evidence of the psychological importance of semantic roles for verbal learning and broadens the realm of earlier work with semantic roles by using connected prose rather than individual sentences. (HOD)

This study was designed to explore the sensitivity of children to orthographic structure, particularly across two grade levels and between two levels of reading ability within each grade. (HOD)

Changes in oral reading miscues as a function of quantity of miscues were studied by evaluating the oral reading of eighth-grade children reading passages of sixth-, eighth-, eleventh-, and thirteenth-grade readability. (HOD)

Concludes that, while art activities can be defended as a way of adding variety or diversion in the teaching of reading, the proposition that they have a direct and positive influence on children's learning to read cannot be supported. (GT)

Attempts to determine whether the Raygor graph produces readability estimates compatible with estimates derived from the Fry graph, whether the Raygor graph is less time-consuming, and whether it lends itself to greater computational accuracy. (DD)

Compares and contrasts the direct teaching of reading and the functional teaching of reading in a content area and indicates that a content area focus may facilitate the learning of reading skills. (TJ)