An annotated listing of 72 Ph.D. dissertations from the University of Chicago on topics related to reading and the teaching of reading is presented. Annotations were obtained from (1) the authors, (2) the Department of Education's "Annotated List of Ph.D. Dissertations January, 1936 through June, 1951," and (3) current members of Lambda…

Gumenik and Glass (1970) claimed to have shown a reversed form of Stroop interference in which implicit naming responses to irrelevant colors delay the reading of color words combined with the colors. In their study, a legibility reduction that did not affect color visibility was interpreted as increasing this interference from color-naming to the…

Reviews the research on readability formulas. (MKM)

Outlines three barriers to successful research in reading: design and analysis mismatch; lack of specification of treatment conditions; and inappropriate control groups. (MB)

Reports an investigation into the reliability of generalizations in the pronunciation of digraphs and suggests more reliable generalizations. (MD)

Traces the beginnings of reading research back to Socrates. (FL)

Three correlation matrices of readability variables were factor analyzed and the results compared to factor analyses of earlier matrices and to each other. (HOD)

Recounts a study that shows that political stories have a higher readability level than sports stories, the average wire-service story has a higher readability level than the average non-wire service story, and newspapers may be harder to read than is commonly assumed. (TJ)

Evaluates schema theory and presents dual coding theory as a theoretical alternative. Argues that schema theory is encumbered by lack of a consistent definition, its roots in idealist epistemology, and mixed empirical support. Argues that results of many empirical studies used to demonstrate the existence of schemata are more consistently…

Summarizes several key findings of National Reading Panel report that identified scientifically credible research on reading instruction. For example, explicit instruction in phonemic awareness improves a child's reading and spelling skills. Recommends that school districts commit resources for teacher professional development to capitalize on…

The purpose of this study was to investigate the response of kindergarten students at-risk for reading failure to a two-tiered vocabulary intervention delivered in the context of a shared storybook reading activity employing rich and robust vocabulary instruction. Rich vocabulary instruction is defined as explicit vocabulary instruction in which…

This article highlights significant research about what below grade-level reading means in middle school classrooms and suggests a tested approach to improve reading comprehension levels significantly by using audio books. The use of these audio books can improve reading and academic performance for both English language learners (ELLs) and for…

This Evidence Based Education (EBE) request focused on research-supported vocabulary interventions for middle elementary students. Limited vocabulary is an important factor in underachievement of children in disadvantaged homes. Children with larger vocabularies find reading easier, read more widely, and do better in school (Lubliner & Smetana,…

Second language research and classroom practice have tended to sideline reading in favor of an emphasis on the oral language development of the English Language Learner (ELL). First-language (L1) reading research is well developed but has limited usefulness to the teacher or researcher interested in second-language (L2) reading. Developing L2…