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)

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

Defines areas in which research is needed on the use of audiovisual materials in the classroom. (Author/KS)

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)

Reviews research concerning television's impact on students' reading interests and achievement. (MKM)

Discusses market research indicating that eight children's and nine teen's magazines are in the top 100 magazines sold on the newsstand and by subscription. Estimates that a minimum of from 9 to 12 million magazines go into the hands of juveniles every month. (MKM)

Argues that the field of education has produced and absorbed a steady barrage of information about the threats and causes of illiteracy. Contends that the field has managed to demystify the wondrous and profound acts of reading and writing. Concludes that research on reader response has much to offer in the rehumanization of literacy. (RS)

Argues that there is a sequence of decision making from curriculum goals to text function to text form, but that only enlightened educators follow it. Proposes additional research into the nature of the reader-text interaction. (MKM)

Discusses an article by Tom Barone, "A Narrative of Enhanced Professionalism: Educational Researchers and Popular Storybooks about Schoolpeople," which challenges educational researchers to work toward changing the public's generally negative conception of schools and schooling by creating compelling narratives about schoolpeople. (SR)

Discusses the usefulness of knowing more about the history of reading and provides a multinational list of sources. (FL)

Reviews current approaches to the assessment of the great variety of retellings encountered by teacher and tutor. Proposes a set of three criteria by which teachers can judge whether approaches to retellings developed by researchers are likely to be useful in classroom settings. (JK)

Identifies the positive uses of cross-national comparative reading (literacy) research. Describes the common problems associated with the interpretation of comparative reading data. (SR)

Describes a staff development program in "action research" in which teachers and administrators investigated how to use reading/writing strategies to improve the learning of at-risk students in the regular classroom setting. Describes a qualitative study of the participants. Describes and compares four action researchers. (RS)

Provides results of a survey of how 90 elementary and secondary teachers used their content area and English textbooks. Reports that both elementary and secondary teachers use textbooks primarily to supplement instruction, but that secondary content area teachers could benefit from inservice education to assist in flexible use of textbooks. (SKC)

Addresses both reading researchers and reading teachers, urging them to cooperate in relating research to classroom practice. (HOD)