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

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

Suggests that content reading strategies should be validated by research. (MKM)

Ascertains the nature of secondary reading programs in American-sponsored Overseas Schools (A/OS). Finds that (1) the programs are most often remedial; (2) programs offer reading instruction as part of content courses or as required courses; and (3) there are very few certified reading personnel. Concludes that the A/OS needs to include reading…

Reports on a survey of 78 seventh-grade students, conducted to investigate the relationship between television viewing and reading achievement. Notes that good readers' viewing habits were not significantly different from those of poor readers. (JT)

Describes a study that compared the reading efficiency at three different reading rates of five rapid readers and two control groups. Reports that the rapid readers demonstrated superiority in rate and comprehension in free recall situations. (FL)

Tells the story of the interaction with text of a teenage reluctant reader, in an attempt to show the value of a case study methodology when exploring the reading patterns of reluctant readers. (SR)

Describes the results of a survey of librarians and suggests ways to develop cooperative programs between school and community libraries. (AEA)

Presents a classroom discussion episode broken into narrative segments with the teacher's reflective commentary on each. Uses this narrative to help understand the nature of student response to literature and the demands that response-centered teaching makes on teachers. (SR)

Shows how a number of readability measures developed in English were applied to a textbook written in Hindi. Emphasizes that the more recent approaches to readability that focus on syntax, conceptual difficulty, and organization are a teacher's best help in selecting materials for students. (SR)

Describes student-led discussions as an effective approach that accommodates diverse student populations and a wider variety of texts. Offers the views of two quite different students about its effectiveness, and explores how such discussions naturally give rise to a variety of voices as students cite text and quote one another. (SR)

Studies the responses of four teachers to errors made in oral reading. Concludes that although they used more than one strategy, the "tell" method of instant correction was used far more often than any other. Urges reading teachers to determine which methods are best for each student. (RS)

Provides information about a classroom implementation experiment in vocabulary research. A daily journal was kept to help in conducting the experiment, a secondary goal of which was to determine whether the new instruction was more or less effective. (NKA)

Examines the effect of refutation text structure (text that contrasts correct ideas with incorrect ones) on students' misconceptions of Newtonian mechanics, noting that refutation text is efffective in getting students to change their prior misconceptions. Also suggests two ways to help students abandon misconceptions that are not refuted in a…