Asserts that reading instruction to prepare students for occupational or societal settings must be grounded in a realistic view of the nature and function of the reading activities that are indigenous to those contexts. (AEA)

Argues that, as an exquisitely designed pattern detector, the human brain can most effectively acquire reading skill through exposure to varied texts, and that teaching isolated "reading skills" may only serve to improve scores on skill tests. Contrasts the theoretical bases underlying these two approaches to reading instruction. (PGD)

Argues that both redundancy and propositional analysis (a strategy for analyzing meaning in a text) help to reveal the nature of the reader-text interaction and are two of the important missing elements in readability. (FL)

Laments the past misuse and misunderstanding of phonics. Introduces the term "new phonics" to describe the sophisticated, research-based phonics being used in the basal reading scheme, "Language in Action." (JL)

Among findings from a survey of reading instruction for gifted students in 149 school districts were that 46 percent made special provisions for reading programs within the regular classroom; most districts reported no special criteria for teacher selection; and few reported remedial programs designed to help gifted students with reading problems.…

Reviews materials that teachers and students can use to help build knowledge of topics and word meanings that are essential to reading comprehension. (FL)

Reviews research dealing with creativity as it applies to the process of reading. (FL)

Defines direct instruction, reviews research analyzing its characteristics and offers reflections on direct instruction of reading comprehension. (FL)

Frank Smith and Kenneth Goodman were the most frequently cited authors; Bond and Dykstra's "The Cooperative Research Program in First Grade Reading Instruction" and Chall's "Learning to Read: The Great Debate" the most frequently cited works in a survey that asked graduate faculty in reading to name "classics" in reading research. (FL)

Describes the constructions used to express cause and effect relationships and problems in comprehending such constructions. (FL)

Offers guidelines for secondary school administrators who need to evaluate reading instruction or to choose among alternative reading programs. (Author/WD)

Discusses a prototype computer program designed to calculate readability levels and explains why such a program is needed. Calls for support from others who can assist in the program's development. (FL)

Describes the variety of initiatives that directorates, schools, organizations, and teachers are taking to involve parents in reading in the various Australian states. (HTH)

Suggests teaching students to focus on the author's feelings when reading an essay. Proposes a list of feeling words as discussion keys to determining tone, purpose and central ideas of the text. Recommends this approach as a simple starting point to understanding difficult material. (DMM)

Describes a technique for assessing children's free recall that is simple and quick and also provides important information for the teacher. (FL)