Argues that the Degrees of Reading Power test is not a valid tool for its main purpose, matching students to appropriate texts, because the test's units of text difficulty are not uniformly comparable to the test's units used to reflect a reader's ability. (HOD)

Explains significant but accounted for factors that affected the validity of the Degrees of Reading Power Test. (HOD)

Finds that utopias act as catalysts to young people exploring issues of personal growth through reading. Discusses several books that contain utopian elements. (EL)

Discusses the implementation and applications of an information retrieval system designed for Apple microcomputers to assist reading specialists and clinicians select both commercial and noncommercial remedial reading materials. (AEA)

Discourse competence is made up of both communicative competence and textual competence. Since each literary genre has its own typological and textual style, the study of each will help to build diverse competencies in students. (MSE)

Examines the practical side of readablility in the United Kingdom as well as some theoretical considerations focused on research on text difficulty, microcomputer prediction of difficulty, validity of cloze procedure, and the effect when students rewrite textbook prose. (HOD)

Discusses the characteristics of three popular readability formulas: the Dale-Chall, the Fry Graph, and the Spache. Describes text based and reader/text based alternatives. Offers appropriate applications of each form of assessment. (FL)

Presents an annual list of outstanding books that need an introduction by a teacher or other knowledgeable adult in order to be fully appreciated by children. (HTH)

This study collected data via a three-page questionnaire administered to active readers 8 to 12 years old and half-hour taped interviews. Questionnaire findings (general information, interests, recent reading, information network), interview findings (book experience, reading taste, libraries, help in reading material selection, lists, reviews,…

Argues that using the adult learner's needs and interests to choose individual reading material makes better sense than using inappropriate workbooks and other commercial literacy materials, and offers six criteria for evaluating materials. (HOD)

Provides a system for evaluating both the quality and the appropriateness of the placement and instructional tests that accompany basal reading series. (FL)

Advocates focusing literature instruction on the classroom community rather than the individual because through language, as through mathematics, concepts and worlds are fabricated. (CRH)

Presents findings of a survey of undergraduate reading preferences. Notes that only female science and nonscience majors read significant amounts of writing by women and that much of this reading is done outside of class. (MM)

Suggests how teachers can make materials more comprehensible for students rather than relying on readability formulas for reading material selection. (AEA)

Hypothesizes that discontinuties between the valued objectives and child training practices of the home and school may inhibit the effectiveness of school programs. (Author/RK)