Describes a study of early readers to determine the linguistic and social interactions in the homes of early readers that seemed to make a difference in their reading. (HTH)

Argues that vocabulary is best taught by helping students experience the meaning of words. Offers research background and four teaching methods to use with intermediate grade students. (FL)

Using eight intermediate grade remedial reading students as subjects, a study was conducted to (1) validate the method of repeated readings to determine if improvements in fluency could be achieved, (2) identify aspects of reading and fluency that change with repeated practice, and (3) determine if improvements in any of these areas had any…

Latent inferential comprehension scores were calculated for fourth-, fifth-, and sixth-grade students in a study that investigated cognitive styles as mediating variables in comprehension processes. (HOD)

The efficacy of two methods of early reading instruction were examined: introduction of words in isolation and introduction of words in context. (HOD)

Reviews attempts to adequately define dyslexia with a focus on recent efforts at developing a nosology of dyslexia and discusses the neurological basis of reading and severe reading failure with an emphasis on validating evidence provided through brain-mapping procedures and postmortem studies. (HOD)

Reports findings of a survey designed to determine the most important changes that have taken place in reading education over the past 20 years and the people who have made the most significant contributions to the field. (FL)

Presents a case study of a junior high school remedial reading teacher who was provided with reliable diagnostic information about her students' reading performance and was thus able to learn systematically from her own experience and make changes for the better in her instruction. (FL)

Reviews work in the connection between imagery and reading that has taken place recently in order to discover productive classroom practices aid reading comprehension. (FL)

Analyzes the effects of selected deletion patterns, blank conditions, and scoring modes on the cloze test performance of sixth-grade students. (FL)

Provides a structured overview of the techniques available for analyzing discourse. Reviews literature in the field and offers implications for reading instruction. (FL)

Reports on a study during which 60 graduate students instructed to read a 669-word passage one, two, or three times completed both free and cued recall measures on three test occasions. Both quantitative and qualitative differences in recall were found as a function of the number of times text was read. (HOD)

To assess the effects of textual variation on students' preferred patterns of literary response, 166 college students were asked to read two poems and two short stories. The findings provided support for the notion that students' preferred patterns of response are strongly influenced by the nature of the texts they read. (HOD)

Reports on a study that investigated the reading interests of low ability junior and senior high readers of both sexes. Results indicate that readers of both sexes share some reading interests--among them topics dealing with the unusual. (HOD)

Offers a humorous look at some approaches to research in reading. (FL)