Finds support for the efficacy of a direct instruction paradigm for teaching children reading comprehension skills. (FL)

Examines the various forms of cloze used to test reading comprehension and reviews norms for validity for structuring tests. Offers a set of comparisons of cloze with ordinary reading situations that reveal their similarities and differences. (HTH)

Explores research on the efficacy of previewing before reading to build background knowledge. Offers guidelines for presenting a preview to students. (HTH)

Describes attempts to validate an instrument developed in order to classify a teacher's theoretical orientation to reading instruction and sets forth procedures for using it in educational settings. (HOD)

Lists sources dealing with teaching reading in high school industrial arts courses organized under the headings of teaching aids and practices, reading textbooks, related research, and general references. (AEA)

Analyzes two basals designed for use by remedial readers for their literature content and for their portrayal of reading attitudes. Concludes that both series make some attempt to portray attitudes toward reading and that both used informational selections more than other types of literature. (FL)

Presents a checklist designed to measure the reading attitudes of beginning readers. Discusses the methods used to develop the instrument. (FL)

Describes a relatively easy and empirically evolved formula that can predict the reading achievement of low IQ children. (HOD)

Concludes that early readers would profit from maximal contrast, high frequency words as first reading experiences. (FL)

Describes a technique for use in detecting and correcting spelling difficulties. (FL)

Details two experiments that assessed the effect of vocabulary difficulty on three measures of text comprehension--free recall, summary recall, and sentence recognition. (FL)

Examines the overall psychometric adequacy of the Kennedy-Halinski Reading Attitude Inventory and suggests revisions for it so that its subscales may provide reliable diagnostic information to teachers concerning high school students' reading attitudes. (FL)

Concludes that when its guidelines are met, sustained silent reading seems to unite selected positive aspects of both direct and open instruction models into an effective activity. (FL)

Reports on a study in which eight high school students and one elementary school student received practice in making both speeded and tachistoscopic identifications of high and low frequency words. Compares performance of each group to the other and to a third control group where stimuli were presented at a self-paced rate with no experimental…

Reports findings from a study that investigated preschool children's concepts about reading. Offers suggestions for adults who guide young children through their early experiences with print. (FL)