Indicates that early diagnosis of reading disabilities, regardless of amount of subsequent clinic instruction, was associated with better reading performance at followup. (RB)

Reports an investigation of the incidence of and relationships among word and letter reversals in writing and Bender-Gestalt rotation errors in matched samples of normal and retarded readers. No significant diffenences were found in the two groups. (TO)

Summarizes the most important implications coming from recent research into teaching behaviors in reading instruction, concluding that teachers whose behaviors are most characteristic of a specific approach are most effective. (RB)

Presents information on documents in the ERIC system covering higher levels of comprehension in reading instruction. (RB)

Concludes that critical reading and critical thinking have little or no unique variances, that both can be accounted for by language and vocabulary ability, and that they overlap. (RB)

See related article by Kenneth S. Goodman, CS 705 852. (RB)

The Study reported here tested an application of the Linear Programming Model at the Reading Clinic of Drew University. Results, while not conclusive, indicate that this approach yields greater gains in speed scores than a traditional approach for this population. (Author)

Since an annual review now appears in the Reading Research Quarterly which will be combined with the Eric effort and other more specialized reviews, this is the last of the forty-one annual summaries and reviews to appear in The Journal of Educational Research. (Authors/CB)