Defines two types of antimony--minor, contradictory statements that have major effects--and shows how they abound in reading research. Concludes that the problem of antimonies must be resolved before research, on empirical grounds alone, can effectively improve practice. (MM)

Discusses the conventions that define the range of legitimate routine in the reading profession. (FL)

Discusses several recent contributions to reading research and concludes that before changing teaching methods and programs, educators need to consider ends, decide what the ideal is, and develop criteria to achieve that ideal. (FL)