Reports that allowing students to rewrite textbook word problems in a free form is a valid technique in identifying a well-defined set of reading variables that contribute to difficulty in solving arithmetic word problems. (FL)

Reports findings of a study that compared the scores on the Woodcock Reading Mastery Tests with information from an informal reading inventory, from the Spache Diagnostic Reading Scales, and from the Slosson Oral Reading Test. (FL)

Describes an experiment designed to determine whether beginning readers read with fewer oral reading errors if the reading materials have content directly related to the reader's existing cognitive structure. (HOD)

Presents current definitions of critical reading and discusses related research on testing and instruction in the skills that improve critical reading. (MAI)

Research results show that there are no clear grounds for assuming that students today cannot read as well as they did 25 years ago. (DS)

Provides guidelines for analyzing and evaluating textbooks based on their comprehensibility rather than their readability. (MKM)

Describes research that shows that preservice teachers assess their skills at a higher level than experienced teachers assess their skills. Suggests that preservice teachers reflect their success in reading methods classes and experienced teachers reflect their need for further knowledge and skills. (TJ)

Reports two investigations, one related to the readability of certain basal readers and the other related to teacher knowledge of varying levels of readability of textbooks.

Details a study of the reading-study skills course at The Citadel, the Military College of South Carolina, that was performed to assess the effectiveness of the program in terms of academic progress and student retention. Reports positive and significant results. (FL)

Examines two intelligence tests, the Peabody Picture Vocabulary Test (PPVT) and the Slosson Intelligence Test (SIT), that are frequently used as screening tests and compares each with the Wechsler Intelligence Scale for Children (WISC). (FL)

Presents achievement data for the years 1970-71 through 1978-79 for elementary school children enrolled in the Northern Cheyenne Behavior Analysis Model of Follow Through. (FL)

A comparative study of three instruments used to measure teachers' attitudes toward the teaching of reading revealed little consistency among them. (DD)

Attempts to develop a model for research in reader response to literature which accounts for three sources of variation: those among texts, readers, and contexts. (DD)

Reports on an investigation of the role of letter and order information in lexical access, using an interference paradigm in a lexical decision task. (Author/AM)

Presents results of two experiments which measured difficulty of learning vowel and consonant sounds and revealed significantly more correct responses for consonant sounds than for vowel sounds. (JM)