Suggests that a molar view of classroom reading instruction be employed to discover factors in the students and the system which lead to reading success and failure. The molar view also is seen to generate research hypotheses for instructional improvement. Bibliography. (RW)

Describes the interrelationship of reading and writing and proposes a full-school program for reading and writing development that builds on the full range of personal use of written language. (JL)

Discusses Piaget's notion of intelligence, characteristics of formal operational thought, and the relationship between formal thought and reading ability. (HOD)

Provides a brief review of research concerning the relationship between reading and writing, and of instructional strategies suggested by that research. (AEA)

Concludes that the size of a word recognition unit is sensitive to reader skill and context condition. (HOD)

At intervals during the reading of an article, college students were asked to stop and state how they were preparing to answer an unspecified question about the article. Those students who had attempted to discern the question had significantly superior performance to those who had not devised such a strategy. (JN)

Two experiments related inspection speed to text relevance. While specific goals or questions produced variable inspection speeds, a general purpose in reading did not. Text information related to reading goals was more likely to be retained. Results are explained in terms of storage demands imposed by each category of reading goal. (Author/RD)

Investigated the relationship between eye movements of third grade children as they watched segments of the "Electric Company" television program, and personal characteristics of field independence/dependence and reading skill. Tables of data and extensive references are included. (Author/BK)

Poor comprehenders from grades five and six were asked to read and rate the comprehensibility of three short passages. Passages with large numbers of modifying words were considered the least comprehensible. Support exists for the hypothesis that poor comprehenders process print in piecemeal fashion. (Author/JN)

Hypotheses about the processes involved in word recognition are reviewed and assessed through four experiments. Overall results were compatible with criterion bias models. A version of this model attributes the advantage of words (over pseudowords and nonwords) to interfacilitation among single letter and lexical units in memory. (Author/RD)

The effects of stimulus duration and contrast on duration of visible persistence as a function of spatial frequency were investigated in normal and specific-reading-disabled children. Results suggest that disabled readers have different contrast processing at low and high spatial frequencies and indicate differences between readers in basic visual…