Reviews research on trait interaction and suggests using this research as the basis of individualized instruction. Further suggests that teachers add to the literature by testing the interaction of traits in their own classrooms. (TJ)

Responds to criticisms by Kasdon of an article by the author concerning a study of the measurement of oral reading accuracy. (JM)

Discusses a study that sought to identify and describe the content interest patterns and print and television media preferences of middle-grade children and determine the relation of these patterns to sex, race, or socioeconomic status. (TO)

Criticizes a study by Joseph Fusaro published in a previous issue of this journal (see EJ 171 388), saying that it was not based on a realistic expectation that certain knowledge ought to be present among the subjects, that the procedure was not logically consistent, and that aspects of universality were unjustifiably inferred. (TJ)

Discusses a study that shows that young children were not consistently able to find the main idea in nonverbal material. Suggests that children at grade three might effectively respond to instruction in finding the main idea and that children in grade five should have little difficulty with this task. (TJ)

Reports the findings of a study that replicated work done in the early 1970s concerning the media preferences and reading interests of intermediate grade children. Shows that the reading interests of boys remained much the same, with those of girls changing. Both groups continued to prefer television over print media. (FL)

Demonstrates that children in grades one through eight have greatly disparate views of the reading process. (Author/RB)

Describes a study that demonstrates positive correlations among student performances in oral reading, spelling, and knowledge of graphemic options. (TJ)

Concludes that monosyllabic words are easier for beginning readers to read than are polysyllabic words and that children just learning to read should be taught phonics skills with monosyllabic words. (RB)

Reviews the literature in an attempt to show the effects of inattention upon reading achievement. (RB)

Suggests that a syllabication system not based on pronunciation is as unrelated to reading achievement as is the current syllabication system. (FL)

Examines four recent criticisms of the ideas of Kenneth Goodman on reading and on the use of oral reading for diagnostic purposes. (TJ)

Changing function-type responses to classification-type responses in poor readers will result in improved comprehension. (RB)

Discusses a study of teacher's perceptions of principals and their responsibilities which found that teachers feel that principals should be more directly involved in the reading program than is currently the case. (JM)