Suggests that directed reading-thinking activity, characterized by (1) inquiry, (2) selectively processing ideas, and (3) feedback, is more creative for both the teacher and pupils than the teacher-centered directed reading activity. References. (VJ)

Depicts the preresearch activities in the completed Project II, one of the Phase One projects in the Targeted Research and Development Program in Reading (TRDPR) sponsored by the U.S. Office of Education. (MB)

Describes the results of two pilot studies involving readers' spontaneous responses to short stories during the actual reading process. Analyzes the responses to show the nature of the reading process in the individual. Bibliography. (RW)

Argues that reading is a system of recoding, not decoding, progressing from a graphic code to an oral code. Maintains that the important aspect of reading lies in obtaining meaning, not in the recoding process. (RW)

Examines research on teacher effectiveness and comprehension instructional strategies and proposes six principles for the development of reading comprehension instructional methods and materials. (FL)

The findings indicated that there were no significant differences between good and poor readers in the nature of information recalled or in their use of perceptual connectives. The type of passage, however, did have a significant effect on the number of perceptual connectives given in the recalls. (Author/NQA)

Examines the interaction between a preschool girl and her father during story reading time. Argues that such observations can lead to an understanding of ways in which children become more mature readers-thinkers and enable teachers to match reading expectations to the students' reading level. (HTH)

Suggests a possible unified theory of reading, interpretation, and composition based on recent research in composition combined with the theoretical contributions of reader response critics in literature. Describes a pedagogical program based on this theoretical model that uses students' responses to texts as the center of the course. (JL)

Describes an approach for designing instructional units based on careful consideration of the reading curriculum and its psychological foundations, and examines factors associated with the use of a small stand-alone computer to provide the primary instructional environment. Twenty-two references are listed. (Author/MER)