Argues that the Targeted Research and Development Program on Reading's use of the convergence technique may lead to research directed toward very limited goals and suggests a means of including a wider variety of research approaches. Bibliography. (RW)

Suggests that readiness is less a function of teacher activity than of student activity and orientation. Recommends that the teacher make sure the student is interested, has a good learning set, and has an adequate experiential background. Bibliography. (RW)

Evaluates USOE studies, criticizes inaccuracies, and lists limitations common to a study with their results. Bibliography. (MD)

Describes studies illustrating how shared cultural knowledge (or lack of it) can affect reading comprehension, as well as those experiments directed to story structure. Implications for teachers and librarians are discussed. Forty-two references are provided. (EJS)

Suggests that the emphasis on basic reading research in the decade of the 1970s has devalued the importance of reading instruction research and has ignored the needs of the reading educator. (AEA)

Criticizes a study of the reliability and validity of curriculum-based reading inventories by L. S. Fuchs, D. Fuchs, and S. L. Deno and raises questions regarding the study's internal and external validity. (AEA)