Demonstrates that discrimination training with verbal materials (words and letters) is generally more helpful than training with non-verbal forms. (RB)

Describes an experiment to determine the effects of counselling as a method of improving the self esteem of retarded readers. (RB)

Supports the hypothesis that intensive field experience with children in a school setting contributes to competence in teaching reading. (RB)

Concludes that teachers need to be aware of the side effects before administering cloze test procedures to college students. (RB)

Survey of teacher attitudes toward reading instruction at the primary level provides several ideas for improving reading programs. (RB)

Provides an assessment of the linguistic variables which affect the way in which children comprehend verbal data when they read. (RB)

Describes an International Reading Association award-winning dissertation comparing two methods of teaching reading at the secondary level. (RB)

Concludes that the reading ability of high school seniors accurately predicts academic performance during the freshman year in college. (RB)

Indicates that standardized reading tests vary widely in terms of the number of skills measured and in terms of the relative emphasis on each skill in studies done at the high school level. (RB)

Describes the results, including research evidence, of a prekindergarten reading program for children from disadvantaged families. (RB)

Concludes that the Reading-Storage Test is a valid indicator of the primary effects of reading when compared to various cloze techniques. (RB)

Compares the "Neale Analysis of Reading Ability" test with the "Standard Reading Test 1" (Daniels and Diack), concluding that there is some evidence for the validity of "Test 1" but that it is more difficult than the Neale Test. (RB)

Demonstrates that the practice of classifying children who have learning disabilities may do more harm than good when the labeling is done by teachers who should concern themselves with instruction and leave diagnosing to doctors. (RB)

A Russian method of teaching beginning reading using auditory discrimination of phonemes training was shown to be superior to two American methods. (JH)