Reports the findings of a study showing that the importance or salience of a text at the time of reading has little effect on recognition of specific features from the prose. (HTH)

Reports on the responses of children in Northern Ireland to "The Twelfth Day of July" by Joan Lingard, a contemporary novel set in their own country. (HOD)

Presents a framework for expressing how choices are made in systemic grammars. Framework represents grammar as combination of systemic syntactic description and explicit choice processes called "choice experts." (DF)

Reviews research relating to field experience in teacher education programs. Concludes that while such experiences have the potential of being the critical catalyst that converts college students into good teachers, they are currently lacking in many areas. (FL)

Concludes that poor comprehenders may lack the awareness and the ability to use strategies that involve higher order, more complex thinking skills. Offers suggestions for teaching students to become aware of and engage in thinking skills. (FL)

Critiques a recent article by Hynd and Hynd ("Reading Research Quarterly," 19, 1984) and questions the usefulness of invoking neurological concepts in either the definition or diagnosis of dyslexia. (HOD)

Examines Georgia's Reading Specialist Test and its correspondence with the content emphasized in graduate level reading courses in schools in that state. (FL)

Continues a discussion begun in the February column concerning the pyramid taxonomy of reading. Makes 10 suggestions for reading researchers attempting to define reading. (FL)

Reports findings of educational audit of reading personnel in a large suburban school district to determine their effectiveness in the various roles they perform. (FL)

Outlines the concept of working memory, with particular reference to a hypothetical subcomponent, the articulatory loop. Discusses the role of the loop in fluent adult reading, then examines the reading performance of adults with deficits in auditory verbal memory, showing that a capacity to articulate is not necessary for the effective…

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Annotates classroom tested children's literature titles for children in kindergarten through eighth grade. (HTH)

Presents information regarding frequently occurring reading tasks both at work and in leisure settings. Concludes that (1) competencies exist that can be measured independently, (2) these competencies are distinguishable in terms of goals and procedures of reader, and (3) activity as measured by time spent with material for a specific task is…

Reports the results of a study of the effects of different types of recall expectation on the accuracy of making structural importance ratings of text ideas and on the recall of idea units by importance levels. (AEA)

Offers a rationale to justify compilation and publication of an annual summary of reading research reports. (AEA)