Presents results of an investigation of visual cues which lead to word and letter recognition. (SL)

Twenty-four children (8- to 10-years-old) received 20 individual remedial reading lessons each. (Author)

Discusses a study to determine whether the facilitative transfer of knowledge from one prose passage to a second prose passage would occur over a time interval. (JM)

Reviews research establishing the pervasiveness of the teacher variable, and discusses a new hypothesis for reading teacher research--that both the teaching and the learning of reading are theoretically based. (JM)

Study of parents' and teachers' attitudes toward children's reading ability showed that actual reading performance is more important than letter grades and standardized test scores. (JM)

Students know more than they think they know, so guessing gives better scores even when there's a penalty for errors. (JM)

Reviews critically 78 articles which presume to investigate sexism in basal readers, texts, and children's literature. (JM)

Describes schema theory, then explores the machine metaphor implicit in schema-theoretic accounts of reading. (FL)

Reports a study indicating that decoding speed and spelling are distinguishing factors in reading comprehension, but that differences in comprehension cannot be attributed solely to differences in decoding speed. (HTH)

Discusses several recent contributions to reading research and concludes that before changing teaching methods and programs, educators need to consider ends, decide what the ideal is, and develop criteria to achieve that ideal. (FL)

Determined the effects of parent counseling on the reading attitudes and reading comprehension of remedial readers. Concluded that parent counseling improves both reading comprehension and reading attitudes perhaps because the reduction of tension for parents and students allowed the students to take more risks as they read. (SRT)

Relates current trends in public interpretations of reading research, which are prone to exaggeration and paranoia, to G. Larson's "Far Side" cartoons. Notes a substantial gap between what is taught in the schools to develop literacy abilities and what is demanded in society to demonstrate literacy competence. (SKC)

Describes the nature and consequences of liberally or improperly applying the traditional reading research methodology and provides an argument for tempering judgments about the relative contributions that experimental studies make to the professional literature in reading. (SKC)

Investigates whether readers comprehend a text better when it is displayed conventionally (on printed pages) or computer-mediated (offering the reader access to additional information, or controlling the reader's processing of the text). Comprehension scores were significantly higher for readers of the computer-mediated, computer-assisted texts.…