Describes a study that developed a syllable rank order list and attempted to answer such questions as "What is the most common syllable? and "What is the next most common syllable?" (HOD)

Investigated the pattern of vocabulary and comprehension scores of average readers in grades two through six to determine whether the percentages of balanced, word dominant, and paragraph dominant readers varied substantially as a function of grade level. (FL)

Provides a chart to be used with the Dale-Chall Readability Formula to simplify computation of readability level. (MKM)

Reports that the Fry readability graph can be adapted to measure Spanish readability at the primary level. (DD)

According to an analysis of the books most frequently purchased between 1965 and 1975, Americans read to ascribe some sense to their personal universe and affirm intimately who they are. (DD)

Describes problems resulting from certain uses of research in practical situations that indicate that reading educators should be cautious about how they use the findings of research in teaching. (MKM)

Discusses responses to surveys about reasons for reading and notes that, when asked for reasons why they read, most people say they read for knowledge or pleasure, but when answers are explored in depth people show considerable variation in their purposes for reading. (MKM)

In an attempt to assess past directions, which may in turn affect current as well as future reading concerns, four representative IRA (International Reading Association) national conventions, spaced at five-year intervals (1962, 1967, 1972, and 1977) were selected for an in-depth analysis. (HOD)

Suggests using yearbooks of the National Society for the Study of Education (NSSE) to get an historical perspective on the discipline. Includes a classification scheme of the yearbooks according to subjects and authors. (TJ)

Responding to an article in the previous issue by Calfee and Drum, raises and discusses the basic question of the definition of literacy. (Author/MLF)

Provides a perspective of the literature reviewed by Calfee and Drum by discussing the reasons why and the conditions under which researchers and practitioners must better inform each other about their respective work. (Author)

A review of the article by Robert Calfee and Priscilla Drum, "Learning to Read: Theory, Research, and Practice," in issue three of the eighth volume of this journal, discusses ideas that have particular value for the classroom teacher and the reading specialist. (Author/MLF)

Lists the proposed projects for the NIE funded research program at the Center for the Study of Reading in Urbana, Illinois. (HOD)

College students who read material with advance organizers presented either before the passage or interspersed in the text did not recall significantly more information than did a control group presented with the text only. (MM)

Examines encoding differences between bridging and predictive inferences in four experiments. Suggests that bridging inferences are encoded into the textbase, whereas predictive inferences are not--predictive inferences are held in working memory, perhaps as part of the reader's situation model. (PA)