Presents teaching ideas using the classified advertising sections of newspapers, noting that the ability to decipher classifieds ads is an important life skill. (SKC)

Presents a structural approach to word pronunciation consisting of six guides that do not require distorting a word's appearance in any way. (TO)

Proposes a theory to explain why writing and reading contribute to growth in each other--both are compositional in nature or require the reader/writer to arrange responses to form a coherent whole. (AEA)

Refutes six arguments commonly used to discredit remedial teaching of decoding skills to young adults in order to motivate both researchers and teachers to reexamine the role of decoding skills in reading in the upper grades and beyond. (SKC)

Shows how "concept of definition" (CD) instruction (instruction which organizes conceptual information into categories, properties, and illustrations) can be applied to content area reading. Presents several lessons and activities which develop strategies for combining new text information with prior knowledge and for self-monitoring…

Presents a study designed to measure to what extent secondary school students' ability to guess the meanings of words in isolation is related to guessing words in context. Finds similarities between strategies used in isolated and contextual situations, but the students also made effective use of context. (MG)

Reviews the Spadafore Diagnostic Reading Test, which is used to determine decoding and reading comprehension levels and to give detailed diagnostic information. Concludes that it is not an improvement on similar inventories published previously. (HOD)

Strategies are suggested for shifting the emphasis of remedial reading instruction from isolated skill instruction to reading in context. (MKM)

Identifies the miscues adult Chinese learners of English typically make in their reading, the positive and negative impact of first language influence on their foreign language reading, and the role language development plays in reading comprehension. (RS)

Determined the strategies adults used as they read. Results revealed two stages of reading development: (1) a reliance equally on print and language based strategies with no integration of the two, and (2) increased ability to use language knowledge to integrate and predict as they read. (SRT)

Presents six diagrams that describe what happens when a text is read. (HOD)

Summarizes good reading research published in journals during 1986, focusing on studies that deal with reading comprehension, prior learning, and word recognition. (SRT)

Determined that mildly handicapped students need an average of 46 repetitions in context for a word to be recognizable on a word recognition test. Also found that low imagery words require significantly more repetition and that high imagery words are as learnable in isolation as in context. (SKC)

Investigates why some middle school students appear to be good decoders but have problems with reading comprehension. Shows that their listening comprehension was no better than their reading comprehension, and thus rather than needing further instruction in decoding, they require assistance in developing their general language and listening…

Describes the main components of a structured program of word attack for students who have difficulty recognizing long words, noting that the most essential component of the program is a set of rules for predicting pronunciation. (HOD)