Summarizes research dealing with (1) the handling of controversial newspapers columns, (2) media exposure and attitude consistency about immigration, (3) alcohol advertising and magazine editorial content, (4) headline readability, (5) crime news in Black weeklies, (6) city magazine problems, (7) coverage of Vietnam veterans, and (8) researchers'…

Examines the arguments against the indiscriminate use of readability formulas. (FL)

Provides five key questions teachers need to answer in order to determine whether a textbook can be used effectively in the classroom. (FL)

Pictorial humorous illustrations were found to have (1) no effects on information acquisition and on motivation, (2) positive effects on appeal, and (3) negative effects on persuasiveness. (PD)

Discusses the readability of some selected school physics textbooks and examination papers. It also presents three factors that affect readability: (1) Interest and motivation; (2) Legibility of print; and (3) Complexity of words and sentences. (HM)

By understanding factors that can make reading difficult for students who are normally able readers, content teachers can facilitate comprehension in their classes. (AEA)

Reports on a study indicating that campus newspapers ought to be making efforts to find out whether their readers really want or read longer stories, such as in investigative or interpretive reporting. (RL)

Reviews reading problems encountered in industrial arts courses and provides suggestions for how to deal with them. (MKM)

Looks at factors in the textbook publishing industry, especially costs and censorship, which affect the quality of available reading series. Notes the problem of readability and content bias. Finally, presents a checklist of basal reader evaluation criteria. (SJL)

High school students were tested on their ability to follow directions written by content area teachers. Poor readers understood the directions only about half the time, which probably confounds their performance on classroom tests and assignments. Ways that teachers can make their instructions easier to read are suggested. (SJL)

Explores professional educators' responses to the research contributions of cognitive psychologists, psycholinguists, and educational psychologists in the area of reading comprehension. Some of the contributions discussed are schema theory, readability, anaphoric devices, and questioning. (HTH)

A stratified sample of library books in an English junior school were analyzed in comparison to students' reading ages and interests. Findings indicated that the readability level of most books was too high and that a negative correlation existed between children's professed interests and the subject matter of library nonfiction. (Author/SJL)

Investigates the vocabulary and readability of 50 commonly used application forms. Lists the 100 most frequently used words on those forms and suggests that this list be a beginning point in reading instruction. (FL)

Discusses three obstacles to reading: the overproduction and cheap production of books, the extensive use of computer technology which hampers the development of reading habits, and the general decline of good writing and of the teaching of good writing skills. (JMF)