Examines the background of schema theory and discusses the contention that content schemata is more important to the reader than textual schemata. Concludes that the more useful schemata is determined by the context rather than one schemata type always being more important than the other. (FL)

Notes the current popularity of qualitative research in the field of reading, tells how the techniques of participant observation and interviewing are used by qualitative researchers, and offers suggestions for conducting qualitative research. (GT)

Reports on an examination of three types of cloze tests developed from a fiction and a nonfiction passage to see if such tests showed promise for use in a pre/posttesting paradigm for investigating the acquisition of information from texts by reading. (Author/HOD)

Explains the importance of the context of the purpose of reading to the final interpretation or understanding. (MKM)

Findings indicate that different readability formulas will not record the same degree of change in readability level if easier synonyms are inserted, sentences shortened, or text rewritten for simplification. (MKM)

Concludes that there is a relationship between auditory closure and reading and that the relationship is educationally significant. (FL)

Indicates that for the most part, the vocabulary in workbook exercises at the third through sixth grade levels lacks adequate control and questions the practice of allowing students to complete the exercises independently of teacher assistance. (FL)

Shows that of self-concept, birth order, intelligence, sex, position in family, family size, age, and socioeconomic status, only intelligence was significantly related to reading achievement. (FL)

Concludes that intensive phonics teaching produces greater beginning reading achievement than do reading programs that deemphasize phonics teaching. (FL)

Notes that studies of reading comprehension have increased and discusses some possible reasons for the changing research emphasis. (MKM)

Reports a study showing that reading comprehension of college students who were poor readers increased when passages were rewritten editing out abstract nouns and verb-nominalizations and replacing them with either concrete nouns or full verbs, but that comprehension of average and good readers did not change with the revisions. (TJ)

Presents and discusses the results of a study of the reading habits of children aged ten and eleven. (JM)

Since reading achievement and study achievement failed to correlate significantly in this study, results should be interpreted in a number of ways. (HOD)

Presents the use and development of analogical processes in learning to read in Spanish. Finds that 6-year-old children show logical effects in reading pseudowords, and the magnitude of this effect is the same with 10-year-olds. Cautions that 10-year-olds make more lexicalizations when reading pseudowords and that 9-year-olds can make more…

Notes that federal officials stress that educators should not overlook key elements in reading instruction (phonemic awareness, fluency, vocabulary, and text comprehension), even with the No Child Left Behind Act's emphasis on phonics. Discusses how families play a critical role in reading instruction. (SG)