Responds to the author's genuine and imagined reader mail. Discusses issues involving "information anxiety," educational jargon, statistical versus educational significance, and cultural literacy. (RS)

Cautions that a lack of rigor in research methodology and a lack of restraint in interpretation may ruin the potential benefits of educational ethnography. (HOD)

Praises the writing persona of syndicated columnist Mike Royko and speculates on how he might comment on the research related to reading. (HTH)

Suggests that the work of reading researchers may be ineffective because it lacks a practical impact on teacher educators or classroom teachers. (AEA)

Describes more than 40 sources for locating information of interest to reading teachers and other specialists. Contains an extensive bibliography. (FL)

Reviews readability research and suggests priorities for future research in the area. (MKM)

Describes the Stanford Computer Archive of Language Materials (CALM), a computerized archive of language materials available for use by researchers. (DD)

Comments on how reading research studies sometimes work their effects in wonderous ways. Illustrates this in humorous reviews of several recent research reports. (HOD)

Notes the relationship between constructive comprehension and schema theory research and decries the lack of progress in applying these theoretical phenomena to the classroom. (MKM)

Notes that guidelines for funding new secondary reading programs are needed and that research is needed to help prepare the guidelines. Cites and discusses pertinent research. (JT)

Argues that classroom research helps teachers (1) explore in a focused way what works with their students; and (2) discover if a problem will be solved by changing the classroom environment. Presents examples of classroom research. Describes procedures for conducting classroom research. (RS)

Summarizes the findings of John Bormuth's study of the economic benefits of literacy to American society (published in the journal "Visible Language"), concluding that literacy is worth far more than it costs to produce and is indispensable to the economy. (DD)

A review of recent ERIC materials concerned with textbooks, prose learning, and learning strategies, to determine factors that contribute to learning from textbooks. (DD)

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 survey to test teachers' affective responses to reading research. (MKM)