A statistical study of 100,000 words from medical English literature to determine the core lexis of medicine across specialties is reported. It is suggested that both the research procedure and the results are applicable to instruction in reading medical English for professional purposes. (MSE)

Explores a wide variety of uses of microcomputers in the reading and language arts curriculum. (Available from: Modern Learning Publishers, Inc., 6517 Liggett, Oakland, CA 94611, $14.) (AEA)

Investigated two methods of segmenting text based upon phrase boundaries in an attempt to make social studies textbooks more readable for elementary school students. Concludes that phrasing the passages for students improved their reading comprehension by approximately one grade level. (FL)

Concludes that fourth-grade children were able to apply more phonics terms than they could define and that high ability readers could define more terms than could low level readers. (FL)

Describes an instructional procedure based on the findings of schema research and illustrating the truth that the more students know about a subject, the better they can comprehend what they read about that subject. (FL)

Discusses (1) some of the social conditions that necessitate improved reading programs in the future; (2) the skills that should be emphasized in those programs; and (3) some principles for building a meaningful philosophy about reading instruction. (FL)

Finds evidence that the reading of content area materials is done less effectively than is the reading of basal readers or trade books, particularly at the lower grade levels. (FL)

Nine author contributed chapters present the state of the art knowledge on the reading process and reading instruction as applied to the hearing-impaired population. (SW)

Evaluates the intelligibility of computer speech (Supertalker, Codec) by having 47 Australian children, ages six-seven, identify speech sounds in isolation, as initial sound in words, and as final sounds in words. Since Codec more closely approximates normal speech, it is recommended for computer-assisted instruction with beginning readers.…

Describes Pikeville College's Read Writer course for high-risk, low-entry students, which combines reading and writing instruction in larger-than-average classes. Delineates the rationale for the program's development; program procedures, which include the Macrorie approach to teaching; participant responses; and program outcomes in terms of pre-…

Suggestions for teaching reading in ways that motivate students and help them to grasp new words and concepts are given. Presentation of background material and use of vocabulary games, audiovisual aids, role playing, tape recorders, and other learning activities are discussed. (PP)

Compares results of standardized reading tests with informal reading inventories to determine whether teachers should favor one score over the other as an indicator of instructional reading level. (FL)

Contributors suggest ways to (1) phrase reading for second-language learners, (2) improve comprehension through creative mapping, (3) improve student "browsing" skills in a library, and (4) help students overcome writer's block. (FL)

Reports on research that reviewed 142 current middle and secondary school content materials to discover the organizational patterns used in each. Concludes that four such patterns are commonly used: enumeration, relationship, persuasive, and problem solving. Discusses each pattern and how it affects comprehension. (FL)

Argues that journal writing is an essential component of reading instruction that needs to be seriously considered as a viable alternative to traditional approaches currently being used with reading disabled students in content area classes. (FL)