Supports the hypothesis that cloze measures the extent to which linguistic cues in the immediate environment of a missing word tend to supply meaning. (RB)

Confirmed the hypothesis that those in the three-dimensional instructional group would make fewer confusion errors that those in the two-dimensional instructional group on a transfer task in reading. (RB)

Examined the hypothesis by Chomsky and Halle that English spelling corresponds to an underlying lexical level of representation rather than to a surface phonetic level, i.e., pronunciation. (RB)

Analysis of similar shapes for high-frequency words does not verify the hypothesis that shape provides a useful learning cue for teaching word recognition. (RB)

Provides evidence that current reading textbooks contain racist and sexist stereotypes despite promises to make changes, and concludes that these stereotypes are harmful to the students who learn from such textbooks. (RB)

Suggests color highlighting as an effective method of improving word recognition visual discrimination skills. (RB)

The study found that intonation or melody pattern contributes to reading comprehension ability. (JH)

A look at reading research and practices in Europe and Asia. (RB)

A survey of the results of studies of the "Illinois Test of Psycholinguistic Abilities" finds the test of limited predictive value. (RB)

Describes a method for measuring syntactic complexity and applies it to 20 Newbery Award winning books. (RB)

Presents research on the effectiveness of the "Picture-Vocabulary-Story," a new approach to reading and language instruction. (RB)

Concludes that computer assisted instruction can improve student achievement among behaviorally disordered adolescents with reading problems. (RB)