Describes a study of the relationship between silent and oral reading comprehension as measured by an individualized diagnostic instrument. (RB)

Concludes that college professors who teach preservice reading courses do not agree on what reading terms should be taught, their definitions, or the generalizations to be used in phonic analysis. (RB)

Indicates that both good and poor readers who utilized material organized according to the guidelines established by the Frayer Model of Concept Attainment received significantly higher comprehension scores than did good and poor readers who employed material organized according to the textbook approach. (RB)

Reviews the research on reading achievement for the last 50 years and concludes that anyone who knows that literacy is declining is ignoring the data. (RB)

Concludes that further research into the imagery-comprehension relationship in reading is necessary. (RB)

Concludes that the "Inventory of Teacher Knowledge of Reading" is valid in discriminating between the specialist and non-specialist in reading, but that it fails to verify the seven components that the authors claim to measure. (RB)

Describes an International Reading Association award-winning dissertation which examines the use of color cues in facilitating the learning of basic reading skills. (RB)

Describes an International Reading Association award-winning dissertation designed to determine the construct validity of the cloze procedure on paragraph reading of science and social studies materials. (RB)

Presents research indicating that peer tutoring resulted in reading achievement gains for both the tutors and tutees, but tests of self concept gains were not significant. (RB)

Examines three aspects of reading considered to be important in the development of an individual's skills, citing content, interest, and social role in this literature review on factors affecting reading performance. (RB)

Presents the results of a study designed to determine whether idioms cause difficulty for students in the reading and understanding of prose, concluding that methods of teaching idioms should be explored. (RB)

Concludes that the ability to detect small differences in pairs of pictures, letters, or words does not change beyond grade 3, but the ability to recognize sound-alike words improves through the grades. (RB)