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)

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

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)

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)

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)

Notes the major historical works or chronicles on college reading and study skills instruction and proposes 10 directions for further historical research. (HOD)

Discusses the application of meta analysis to six areas of science education research and notes the absence in all of the research of any substantial reference to the act of reading. (AEA)

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…

Contains the results of a study measuring secondary students' attitudes toward reading and includes the 70-item attitude instrument. (RB)

In a question-and-answer format similar to that used by Dear Abby and Ann Landers, a professor suggests possible letters he might receive and formulates humorous answers to them. (DF)

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)

Reviews research and concludes that many studies support the use of various types of writing to help students develop their reading skills. (AEA)

Explains how a teacher can prepare students to read content area material by helping them bring prior knowledge about a topic to memory. (AEA)