Develops three lines of reasoning relating to the proposition that performance in reading, after the basic decoding skills are mastered, is primarily an indicator of the general level of the individual's thinking and reasoning processes rather than a set of distinct and specialized skills. (TO)

Presents a useful instrument which determines what administrators and teachers expect of reading specialists. (RB)

Author advocates use of video tape recordings to identify and study successful teaching techniques. (SP)

Presents a brief outline ofthe evolution of the basal reader and notes the predominant role it p plays in today's reading instruction. Comments on the impact reading research has had and is likely to have on the basal reading program in the future. Includes a pro-reaction and a con-reaction paper. Bibliography

It was found that 1st graders could perform the cloze tasks, and cloze tests offered promise for use in evaluating the relationship of oral language performance to reading task performance. Cloze task tests were better predictors of end-of-year standard reading test scores than readiness and basal reader instruments. (Author/DB)

Supports the conjecture that learning to recognize text structure through flowcharting transfers to more careful reading of expository texts by less skilled readers. (AEA)