Shows how a special marking procedure--having readers leave detailed traces of what they read in a newspaper--revealed important differences in reading behavior. (RL)

Contains a response to Harry Singer's comments (see EJ 217 553) about a previous article in this journal on focal attention by M. Arlin, M. Scott, and J. Webster (see EJ 206 153). Attempts to show that Singer's statements in the critique reflect some errors and misconceptions. (MKM)

Raises objections to the methodology used and the conclusions drawn by L. S. Fleisher, J. R. Jenkins, and D. Pany in a study reported in a previous issue of this journal (see EJ 210 792). (MKM)

Examines research evidence that suggests an association between impulsivity and poor reading performance; outlines methods that have been helpful in training children to respond less impulsively, to take more time, and to make fewer mistakes so that ultimately they may become better readers. (Author/GT)

A study was made of the relationships between the number and clarity of mental images reported by college readers and their reported interest, perceived reading ease, and comprehension scores. Imagery ratings were not significantly related to comprehension scores, but for concrete passages they were significantly related to attitude and reading…

Considers the rightful relationship of theory to practice in the field of reading; outlines some ways to integrate theory and practice, noting that the work of Jean Piaget can aid in this task. (GT)

Reports conversations with children attending a New Zealand reading clinic that indicate that the maximum brightness contrast of black-on-white print was a strong contributing factor in the children's reading disabilities. (Author/GT)

Reports on a study stemming from schema theory that assessed the role that background knowledge plays in determining young children's ability to process relationships that are explicitly and fully specified in a text, in comparison to those that are only partially specified by the same text. (Author/HOD)

Primary school children performed a discrete-trial Stroop task in which they named the colors of stimuli that either matched or did not match items that were being concurrently held in memory. Results indicated a developmental trend toward the color being named faster when the stimulus matched the item held in memory. (Author/HOD)

Reports on an examination of the effects of note taking and study strategies on the recognition performance of college students and on their recall of main ideas from a text. (HOD)

Reports on a survey of 78 seventh-grade students, conducted to investigate the relationship between television viewing and reading achievement. Notes that good readers' viewing habits were not significantly different from those of poor readers. (JT)

Considers the impact of pictures in reading and instructional materials. Provides guidelines for selecting instructional materials, based on their pictorial stimuli, and describes research regarding the effects of pictures in reading instruction. (JT)

Reports that the addition of 15 minutes of relaxation training to weekly remedial reading periods for disabled readers throughout a school year raised concentration levels and decreased anxiety, neuroticism, and number of reading errors. Describes a few types of relaxation exercises that may be helpful. (ET)

Details a study of the reading development of seven- and nine-year-old deaf children. Concludes that the children progressed satisfactorily in the early stages of reading but had not attained the ability to extract meaning from sentences by age nine. (FL)

Poor readers' ability to use knowledge-based processing strategies was investigated by comparing good and poor readers' recall of familiar and unfamiliar text. Findings suggest that poor readers' comprehension suffers when their use of prior knowledge is restricted. (HOD)