The study investigated the effects of reading level and stimulus presentation mode on the associative clustering and recall performance of mentally retarded adolescents. The subjects were administered a randomized list of twenty words from four conceptual categories. For each of four trials, these words were presented via the auditory, visual or…

The articles in this issue focus upon the implications of new research and trends in the psychology of the reading process, reading interests of children, the developmental values of reading, content analysis of children's books, adult reading studies, the adult new reader, and the implications of research for the publishing world. The articles…

Four paradoxes appear in research on learning to read: (1) the ability to name letters is a good predictor of reading readiness, yet letter-naming training does not help children learn how to read; (2) visual discrimination is often better in poor readers than in good readers; (3) learning to read two languages is easier than learning to read one;…

The relationship between oral reading ability and the use of structure (function) words was examined in a dissertation study which hypothesized that the use of structure words in verbal discourse would be greater in children who have no difficulty in oral reading than in children who experience difficulty. Structure words were identified as those…

The second edition of this annotated bibliography on linguistics, psycholinguistics, and the teaching of reading contains 40 percent more publications than the earlier edition, which covered works through 1967. The citations include a full range of points of view, topics, and authors' special fields and ask the readers to read a number of the…

This study extends previous research done on the impulsivity-reflection dimension whereby it was determined that children who are impulsive tend to report the first response that occurs to them, while reflective children delay before answering (considering the alternative solutions to problems with high response uncertainty); and that…

Reports on a study of word recognition in second grade, fourth grade, sixth grade, and college students, which investigated characteristics of word processing (holistic versus component) at various stages of reading development. (AM)

Describes a college level reading development course in which students kept records on aspects of their reading, reflected on changes in their reading, and wrote an analytical report about their reading development. Asserts that encouraging autocritical skills should become a crucial part of adult literacy instruction. (MM)

Argues against ritualized approaches to literature. Endorses four aesthetic teaching stances which vary the conversations that can occur between student and student, student and teacher, and student and literature, and which pursue a "playful" literature curriculum, value the unexpected, and allow conversations where children talk their…

Indicates that a broad age range of students can use some purpose questions as cues to activate background knowledge. Suggest topic familiarity, amount of information presented, and the presence of genre clues as text features affecting schema activation. (NKA)

Suggests that viewing aesthetic reading as a process whereby readers and writers attempt to "make contact" and collaborate in making meaning forces one to adopt research strategies that go beyond measuring reading comprehension, and offers two studies to illustrate these ideas. (JC)

Examines the nature and prevalence of author-provided cues to effective processing of introductory college textbooks in psychology and biology. Concludes that the authors of the texts chose cues that would be effective even with relatively passive learners and rarely chose cues that demanded much activity from readers. (SKC)

Describes four models of the psychological process of reading, and relates them to computer technology. The physiological process of reading printed text from a display screen is discussed, including spacing, the configuration of letters, vision problems, and lighting and glare. The quality of computer printouts is also discussed. (41 references)…

Develops several lessons that integrate reading and writing for the purpose of understanding and retaining knowledge. Illustrates the use of a feature matrix, as well as webs, outlines, and timelines as organizational devices to engage the students in active comprehension of text. (NKA)

Describes the fundamentals of reader response theory, focuses on the aspects most relevant to reading instruction, and presents a method of teaching using reader response as a vehicle for improving student ability to learn from text. (NKA)