Discusses a study in which analyses of a set of data relating to the reading achievement of 202 second-grade children showed that both IQ and the amount of reading activity had significant influence on reading ability (as measured by a standardized test). (JM)

Describes a study of the effect of deletion-produced sentence structures on reading comprehension, the occurrence of deletion-produced sentence structures in a selected grade seven social studies text, and the effect of syntactic information in sentence structures in relation to contentive information on reading comprehension. (JM)

Discusses a survey of college reading programs and offers suggestions for future planning concerning such reading programs. (JM)

Analyzes oral reading errors made by 20 children during their second year of formal reading instruction. (JM)

Describes a technique for measuring reliability (the consistency of decision making across repeated test administrations) and validity (the accuracy of decision making between administration of a reading test and administration of a criterion measure) and gives an example of its use. (JM)

Describes a study to determine the effects of visual perception training on beginning first-grade reading achievement with children diagnosed as being deficient in visual perceptual skills and potential reading problems. (JM)

Discusses questionnaire sent to superintendents of 1,000 school districts in the United States and includes a list showing the percentage of implementation of forty current practices in reading. (MB)

Examines research measuring 350 teacher's reading skills and points out that their reading skills may be deficient enough to warrant concern. (MB)

The article discusses current research and theory regarding neurological correlates of reading and various subtypes of reading disability, contrasts remedial efforts versus compensatory instruction, describes a diagnostic and instructional procedure, and provides a description of some instructional strategies for each subtype of reading…

Describes a study of the relationship between creative dramatics and reading comprehension in which those students who had performed a dramatic presentation of a story answered more inferential questions correctly than did those who had not engaged in the reenactment. (HTH)

Argues that the phoneme is a meaning-bearing unit--not a sound--and must be used in conjunction with semantic and syntactic information. (AEW)

Examines whether "social reading" can facilitate literary engagement. Indicates that social readers made a greater attempt to convey meaning than did nonsocial readers, but were less engaged with the text as literary discourse. (SKC)

Identifies previous metaphors for memory, such as Aristotle's "wax tablet" and the numerous storage and retrieval metaphors, and how storage metaphors are hampering reading research. (JC)

Recommends teaching students to use text structure clues to determine the organizational patterns of content material and instructing students to use these patterns to predict possible test questions, because many students are not aware of text structure clues and consequently do not apply them to their text reading. (SKC)

Investigates context effects on children's reading accuracy when reading words in a story context and from a word list. Notes that although many children read words in context which they could not read from lists, this result did not apply to good readers. (MM)