This evaluation was undertaken in an effort to provide data concerning the effectiveness of the Tucson Early Education Model, a Follow Through Model sponsor and reading instruction program which advocates the language experience approach. Seventy-three children were tested according to a miscue analysis model, in order to identify those…

This paper examines the ways in which reading and listening processes are alike and dissimilar, evaluates some findings by researchers and teachers, and suggests avenues for future study in this area. Although reading and listening make different demands upon the person on the receiving end of the communication, both are concerned with the…

This paper provides a survey of evaluative instruments which measure teachers' knowledge of the process of reading. These tests can be divided into three categories: those which measure specific skills in teaching reading, those which appraise the diagnostic ability of the teacher, and those which assess the teacher's knowledge of reading…

Describes some of the research being done by the Center for the Study of Reading, a federally sponsored center established to pursue research into the processes underlying the development of reading comprehension by children in grades three through eight. (MKM)

Undergraduates read a prose passage and were tested on its contents. Difficulty, permission to underline key phrases, and financial motivation were varied. Non-highly motivated subjects performed better on the easy version; underlining aided highly motivated subjects and those reading the difficult version. (Author/RD)

Undergraduates learned to read words spelled with novel letters under phonics or whole-word conditions through several overlearning trials, and vocalization latency of word recognition responses was measured. Whole-word instruction resulted in word recognition mechanisms similar to fully automated mechanisms, but phonics instruction did not.…

Good and poor readers' visual and auditory memory were tested. No group differences existed for single mode presentation in recognition frequency or latency. With multimodal presentation, good readers had faster latencies. Dual coding and self-terminating memory search hypotheses were supported. Implications for the reading process and reading…

Two experiments are described in which reaction times for understanding target sentences or phrases in terms of a preceding context were measured. It is argued that both experiments can be accounted for in terms of contextually generated expectations. (Author/RM)

Various educators including principals, team leaders, curriculum specialists and supervisors may be charged with the task of evaluating and improving reading instruction. Outlines seven considerations that require attention if supervisors of reading are to be effective in helping teachers improve reading instruction. (Author/RK)

Discusses a study conducted to determine the approaches and techniques pupils used to pronounce actual unknown words. (JM)

Summarizes 638 reports of reading research, categorized into six major areas: summaries of specific aspects of reading research, teacher preparation and practice, sociology of reading, physiology and psychology of reading, teaching of reading, and reading of atypical learners. (AA)

Reports on findings that suggest that both the teaching and learning of reading are theoretically based and that it is more productive to look at reading instruction in terms of theoretical orientation than in terms of reading approaches. (GW)

Author claims that the essential antecedents of reading consist of two cognitive insights: that written language is meaningful and that written language is different from spoken language. He argues that current instructional practices may hinder the learning of these insights and suggests ways in which parents and teachers may help children to…

This research investigates the role of speech recoding, particularly its relationship to meaning analysis during reading. Experiment I documents a speech processing conflict; Experiment II analyzes this conflict; and Experiment III demonstrates contributions of speech and meaning processes to reading memory. Results are related to three classes of…