To study the effectiveness of an interdisciplinary approach, 14 students with good speech and hearing discrimination were selected from the class entering the National Technical Institute for the Deaf in 1979 and compared with a matched control group selected from data on 1978 students. (Author/PHR)

Concludes that teacher guidance affects learning disabled students' recall and comprehension of goal-relevant information but that neither text organization nor age level is associated with degree of recall and comprehension. (FL)

An examination was made of factors affecting reading performance of upper elementary students. Factors included effects of questions placed at various positions in the text, role of factual and inferential questions used as adjunct aids, and differences in processing strategies used by the readers in probed recall tasks. (Author/HOD)

Analyzes the readability of two science textbook series and suggests that teachers not only should be aware of textual material not easily handled by students but also should be sensitive to the kind of language used in teacher-made worksheets. (AEA)

Suggests five criteria for teachers to keep in mind when choosing passages for the cloze procedure. (MKM)

Argues that there is a sequence of decision making from curriculum goals to text function to text form, but that only enlightened educators follow it. Proposes additional research into the nature of the reader-text interaction. (MKM)

Home, socioeconomic, and process characteristics obtained from a single interview with mothers of high, average, and low achieving third-grade children accounted for a large percentage of the low achievers' scores in arithmetic computation and reading comprehension. (JD)

The Cloze Procedure can be a useful instrument in matching student reading levels to appropriate reading selections. Additional research on ways to match students to readings at appropriate levels is needed. (Author/CJ)

The verbal-imagery code test appeared to differentiate between individuals on their immediate recall of prose materials which differed in style with respect to the amount of visual description and semantic complexity. These findings are consistent with the view that there is a verbalizer-imager learning style continuum. (Author/SJL)

Shows that the Test Anxiety Scale (TAS) is a reliable and valid instrument for separating test anxious readers in a population of students. Offers suggestions for reducing reading anxiety. Includes the 16-item TAS measure. (FL)

Describes various methods for using the newspaper for reading and listening comprehension. Headlines are cut out and arranged on a sheet of paper and the students must expand on these headlines. Articles can be read and discussed. Certain words in a horoscope can be blacked out for the student to fill in. (PJM)

This study examined the discourse-processing operations of children identified as good and poor readers. It entailed comparing subjects' memory of text to the content and structure of the text itself. Findings indicated differences in both the quality and quantity of student recall. (MKM)

Paragraph recall was easier if prior information, presented as elaborations of the paragraph sentences, was precise, rather than irrelevant or imprecise. Precise information also permitted quick and efficient elaboration of new information. (Author/CP)

Eight learning disabled boys (10 to 12 years old) who were seriously deficient in both their oral reading and comprehension performances participated in the study which investigated, through an applied behavior analysis model, the interrelationships of three reading variables--correct oral reading rates, error oral reading rates, and percentage of…

Proposes a grouping of subtests corresponding to the three-factor pattern of the Wechsler Intelligence Scale for Children (WISC) and its revised form, WISC-R, for use with children with reading difficulties. (FL)