Details a study undertaken to determine whether a pupil's learning style was affected by the classroom reading approach and whether there was a relationship between learning style as viewed by the teacher and the pupil's view of his/her learning style. (FL)

Suggests that time spent analyzing insertions and omissions in oral reading diagnosis might be better used on the more frequent, more distortive substitutions. (MKM)

Critiques Fleming's proposed alternative to Rubenstein's evidence for phonemic encoding. This reanalysis strengthens the evidence for phonemic encoding and suggests that Fleming's "alternative" should be considered as another source of variance affecting recognition, not as a mutually exclusive alternative to phonemic encoding. (HOD)

The purpose of this study was to identify cognitive processing activities that produce text learning in the absence of instructions to learn. (HOD)

Describes a study in which some graduate and undergraduate students failed to distinguish a spoof from serious reports of research. (MKM)

Using first- and second-grade students, this study examined the use of sentence contexts for word identification by beginning readers. (HOD)

Describes a study in which it was found that informational background has some effect on reading speed and comprehension. (TJ)

Describes a study that demonstrates positive correlations among student performances in oral reading, spelling, and knowledge of graphemic options. (TJ)

Describes the research done at the Center for the Study of Reading at the University of Illinois. (AEA)

Describes a follow-up study which showed that boys' reading interests have not changed much in ten years. Includes a list of books which junior high school boys find interesting. (MKM)

A response to the review by Robert Calfee and Priscilla Drum, in issue three of the eighth volume of this journal, discusses the issue of incorporating research results into practice. (Author/MLF)

Describes a study in which students taught by a creative method liked poetry more and understood it better than those taught by a directed method. (DD)

Administers a psychoeducational battery to 37 adults with a 3-generation history of dyslexia and personal history of reading/spelling problems. States that, although males were not overrepresented in the sample, they exhibited a more severe reading impairment profile than females. Discusses severity of dyslexia as a possible mechanism of the…

Reports that in a word naming experiment, experienced readers of Persian named high frequency transparent Persian words significantly faster than matched low frequency words. Finds no such effects for adults who had, for 10 years, little experience in reading Persian due to emigration to the West; overall, previously experienced adults named words…