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 which found that the purposeful misspelling of words in advertising influenced the correct spelling of the words by children; these results have implications for the teaching of spelling and reading. (JM)

Describes a specially designed measure of attitude toward reading and reports on the relationship between attitude toward reading, participation in compensatory reading programs, and reading achievement. (JM)

This study concluded that normal reading comprehension, at least at the literal level in mature readers, was shown to be a more precise form of language processing than listening to spontaneous speech. (HOD)

Results of study of response patterns to reading passages showed that not only do we take meaning from print, but we also bring meaning to print. (JM)

Recent studies show that, although graphemic clues are fundamental to reading, older readers can effectively use syntactic and semantic context to improve their perception of word possibilities; the teaching of reading should include helping students increase their use of these supplemental cues. (JM)

Critiques Carver's presentation of his theory of reading comprehension and rauding (see article in same issue), interpreting the theory as a limited, serial, mathematical "model." (JM)

Examines reading disabilities in fifth grade Japanese children and concludes they are as prevalent in Japan as in many Western countries, are more prevalent in males than females, occur at the same rate in urban and rural children, and are strongly associated with an inferiority of sentence memory and reasoning, but not with word discrimination…

Criticizes the way reviewers comment on research proposals. Recommends reviewers be more openminded and less sarcastic, and offer constructive criticism in their reviews. (MS)

Describes two tasks: one involving picture-word interference, the other involving a lexical decision paradigm. Indicates that poor readers use a phonological route to lexical access independent of task demand. Discusses findings using K. E. Stanovich's interactive-compensatory model of reading. (JD)

Discusses research methodology in general, and suggests ways of identifying what is and is not known in the field of reading. Points out that reading research has not yet investigated how adults and children read nonschool materials in nonschool settings. (ARH)

Compares the Darwinian approach to understanding reading (irrational) with the Cartesian approach (rational). Argues for the superiority of the Darwinian approach, and in the future will consider how research and practice might be conceptualized from a Cartesian approach to understanding and reading. (NKA)

Uses a humorous approach to discusses the release of "What Works," the 65-page booklet about research in teaching and learning published by the U.S. Department of Education. (NKA)

Compares the terminology used in three different computerized search services--CIJE, LLBA/Online, and PsycINFO--and shows how the choice of terminology used by them impedes retrieval. Suggests compensatory measures. (FL)

Offers a humorous perspective on being a proponent of the whole language approach to reading instruction in the face of those who favor phonics and specific skill instruction. (SRT)