Reviews readability research and suggests priorities for future research in the area. (MKM)

Argues that viewing writing as a social process where writers and readers attempt to make contact is more appropriate than viewing language as information exchange. Also outlines the central assumptions underlying aesthetic reading research. (JC)

Little research was done until recently on the role of books and reading in society because reading was considered as a good thing in itself which did not require sociological justification, and lending libraries enable readers to select required material themselves, so individual reader guidance has not been a priority. (Author/SJ)

Article calls for a closer look at the evidence from research indicating that a positive self-concept contributes positively to a child's reading ability. (GB)

Cites results of a reading inventory measuring word recognition ability of 229 children, ages 4 through 6, which found that most children recognized words in semantic settings, that reading at an early age was related to maturation level, and that early readers had higher mean IQ scores and came from higher socioeconomic levels than did…

Summarizes studies that received awards at the 1982 International Reading Association Convention. (FL)

Community college students who heard a lecture on how to underline a text did not do better than a control group on a test covering their text, and only two of the 52 students who heard the lecture actually underlined in their text. (MKM)

Argues that reading professionals should not reject or neglect theory merely because it is old and offers Jack Holmes' Substrata Factor Theory as a case in point. Reviews the statistical, neurological, and psychological models in Holmes' theory and points out their potential for stimulating further theoretical thought. (FL)

Reports that reading on the job is extremely widespread, is primarily "reading-to-do" rather than "reading-to-learn," and is often aided by extralinguistic factors. (MKM)

Points out an algebraic error in a paper by Glenn E. Roudabush. (JM)

Responds to discovery, by Gordon Rae, of algebraic error in his paper on an empirical structure for reading objectives. (JM)

Investigates the time course of predictive inferences by using naming and word reading times. Explains the setup and results of two different experiments. Suggests that predictive inferences occur online, but require time to be drawn and are initially encoded to some degree, but completed later. (PA)

Uses mixed-case words as a prime in the priming task in order to investigate the locus of an orthographic spelling check, based on the assumption of the phonological recoding hypothesis. Indicates that the orthographic spelling check distinguished the normal-case and the mixed-case in a later stage of word recognition, not in an early stage. (SG)

Investigates good and poor readers' ability to answer text-based inference and paraphrase questions after reading two narrative stories and two expository passages. Finds that expository passages are significantly more difficult for children to understand than narrative stories, and that good readers read texts faster than poor readers. (MM)

Reports four experiments which contrast the levels-of-processing perspective (holding that the durability of memory traces is a function of the depth to which items are processed) with the transfer-appropriate-processing perspective (holding that encoded events are always represented in a semantic memory code). (MM)