Argues that "kid watching," the model of the successful reader, story schema, predictable materials, language experience, and supportive writing are all indicators of the return to common sense in reading education. (FL)

The effects of vocabulary instruction on word knowledge and reading comprehension were investigated. Average students learned some word synonyms under all conditions except a noninstructional control condition. However, learning disabled students acquired fewer meanings across all conditions and seemed to require more direct instruction in order…

How students' ability group assignments affect their attention spans is examined. Data were gathered from videotaped lessons of first-grade reading groups. Assignment to a low-ability group had a strong negative effect on student attentiveness, suggesting that classroom factors are important in shaping student behavior. (Author/IS)

To provide a framework for describing how children respond to picture books, first and second grade children were observed over a 10-week period. Variations in the responses of individual students, changes in their reactions over time, and the importance of considering the context of a response are discussed. (PP)

The impact of high school and college students' prior knowledge of literary and social conventions on their attitudes toward fictional characters is examined. Differences were found in attitudes toward the teaching of literature and in evaluations of a fictional teacher's behavior. A model for research in this area is proposed. (PP)

Presents the findings of a recent study on the writing and reading achievement of low SES children. Concludes that there is a need for more emphasis on writing for these children. (JL)

Concludes that the measurement of reading ability in the deaf by the Picture Assisted Reading Test is hampered by the strategies used by students attempting to complete the test. (FL)

Reports on a study with slow first-grade readers showing that sight words are better learned in the context of repetitive "predictable" books and language experience approach charts than from stilted preprimers. Argues that the process meshes with the basal program. (FL)

Used paired comparison to construct a reading preference inventory based on 14 reading themes drawn from previous research. Tested it using intermediate-grade children in three Canadian communities. (FL)

Looks at cloze scores for students at two different schooling stages--grade 5 and grade 10--on materials at their own grade level. Concludes that the cloze score of approximately 40 percent currently used to judge reading ability at all grade levels is not stringent enough for higher grade levels. (FL)

Concludes that cognitive development tasks may primarily evaluate reading readiness and suggests that proficient readers are particularly sensitive to semantic text cues. (FL)

Compares the reading comprehension and accuracy and listening comprehension of West Indian and English children living in England and having equivalent intellectual abilities. Finds no significant differences between the cultural groups. (FL)

To identify and compare prominent symbols of social relationships used in children's reading materials, a sociological analysis was made of literary materials used for developing children's reading in grades four, five, and six in India and Canada. (HOD)

Notes discrepancies between what middle grade teachers thought they should do and what they were doing as far as grouping practices in reading instruction (both multiple groupings and individualized programs). Indicates the need for more teacher training in how to use objective data when making instructional decisions. (RL)

Examines the effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers. (HOD)