Results of a study that compared three instructional methods in teaching critical reading skills indicate that students performed better after direct instruction than after either using a workbook with corrective feedback or having no teacher intervention. (AEA)

Indicates that segmenting sentences into meaningful units improves reading comprehension through simplifying the syntax of complex sentences and cueing the reader as to the relationship among intrasentence phrases. (AEA)

Assesses the religious content of 34 young adult novels. Reports that nearly half of the titles evidenced no religious content, 13 provided a moderate and unobtrusive religious element, and 5 presented religion as an important element. (MM)

Provides insight into the current and future status of secondary school reading instruction. (FL)

A critical review of nine articles featured in a School Psychology Review issue devoted to the theme of reading assessment and intervention revealed that the data were essentially accurate and consistent with reading education principles. However, the conclusion that varying reading positions did not receive equal representation is discussed.…

Presents a model of generative reading comprehension stating that learning to read with comprehension involves acquiring and using some of the same generative skills needed to learn to write. (JL)

Based on a survey of the reading background of students enrolled in a college freshman composition course, the author questions the adolescent reading list compiled by G. Robert Carlsen. (HOD)

Reviews research dealing with language acquisition to show that there are developmental trends in the acquisition of syntax. (FL)

Notes that the terms "interest" and "preference" are often used interchangeably in reading research. Points out that both the sources and uses of data are clearer when the differences in the two terms are emphasized. (FL)

Presents a practical strategy for teaching reading comprehension that is based on current research and consists of five steps: (1) introduction, (2) example, (3) direct instruction, (4) teacher-directed and (5) independent practice. Provides sample lessons for each step. (FL)

Summarizes P. A. Killgallon's 1942 study that helped to establish the criteria for the instructional reading level, examines W. R. Powell's 1970 critique of that study, and presents concerns about Powell's study. (FL)

Reports the results of a study showing that natural reading experiences allow readers to construct schemata that can be used to comprehend other discourse. (AEA)