Argues that teachers should know something of the range and depth of the work done by researchers in defining the term dyslexia, and presents a review of the various theories concerning the disorder. (FL)

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

Synthesizes documents from the ERIC database concerning the research paper as an effective tool in developing communication and study skills, and suggests strategies for helping students successfully research and write a paper. (RS)

Provides suggestions for using transactional theory, which stresses the importance of interacting with text, in teaching literature at the secondary level. Lists seven principles for teaching that are inherent in transactional theory. (SKC)

Discusses issues in reading assessment, including the concern that tests can not measure the reading process. Concludes that tests will never be more than useful indicators; calls for more research and examination of existing and new types of reading comprehension tests. (MM)

Examines some national surveys that are in the ERIC data base that provide information about the reading habits and preferences of American readers. (HOD)

Describes documents in the ERIC data base that review research on schemata and reading comprehension and discuss the implications of using the schemata paradigm in educational research and practice. (MKM)

Reviews recent research on eye movements and skilled silent reading and notes the new emphasis on providing insight into the comprehension process. (MKM)

Describes the writing across the curriculum movement, citing research reports and articles which discuss its advantages and disadvantages. Notes several problems involved in effectively implementing writing across the curriculum. (MM)

Summarizes the knowledge acquired from the reading research reported in "Becoming a Nation of Readers" and draws implications for reading instruction. (HOD)

Explores sources on sex differences in reading achievement and presumed causes. Reports that explanations fall into two categories that are not necessarily mutually exclusive: physiological-maturational and cultural-societal. (NH)

Reviews research on the average reading level in the United States, on how well the average American needs to read, and on what the average American can and does read. (MKM)

Reports on research probing job-related literacy demands and on programs promoting job literacy. (JT)

Reviews literature on freewriting, personal writing, and the at-risk secondary student. Argues that personal writing, imaginative writing, and freewriting are vehicles for self-expression, discovery, and evaluation of at-risk students' lives. (RS)

Reviews physical and mental factors that influence the reading habits of older Americans. Discusses their motivations for reading, reading programs for institutionalized elders, ways to encourage older people to use the public library, and other ways to encourage older people to read. (SKC)