Offers comments and suggestions for making reading comprehension test questions dependent on the material read and not on general knowledge. (MS)

This article presents brief summaries of the 114 dissertations completed by Ed.D and Ph.D. candidates at Indiana University in the English Language Arts between 1941 and 1970. (MM)

Argues that most reading skills are more applicable to expository material and suggests that overuse of fiction in the primary grades is a frustrating experience contributing to disinterest in reading. Tables and bibliography. (RW)

Considers variations in linguistic forms, dialects, phonology, vocabulary, and grammar as they relate to spoken and written language, and discusses implications of linguistics for the teaching of reading. (MD)

Lists subskills needed to draw inferences effectively and suggests the use of categorical syllogisms in teaching students to infer as they read. Bibliography. (MD)

Compares 512 second and fifth graders' oral main idea responses to three paragraphs read silently and concludes that main idea responses increase in quality across grade level and that responses to paragraphs differ according to content. Bibliography. (MD)

Reports a study of sixth-grade students in a West Coast metropolitan area which found that high interest resulted in greater comprehension, that discrimination between reading levels was lower with higher interest, and that reading interest affected high-ability students more than low-ability students. Bibliography. (MD)

Offers evidence to show that the commonly used Betts-Killgallon word recognition criteria of 95 percent for designating instructional reading level is too high. A recent study of the informal reading profiles of 178 average-achieving first-through-sixth graders is included. Bibliography. (CM)

Emphasizes the importance of using children's language patterns to guarantee maximum comprehension for beginning readers and lists other implications of the research. Tables and bibliography. (RW)