Suggests that a molar view of classroom reading instruction be employed to discover factors in the students and the system which lead to reading success and failure. The molar view also is seen to generate research hypotheses for instructional improvement. Bibliography. (RW)

Questions the exclusive use of escapist fiction in basic reading for primary school children and stresses the development of critical reading skills through nonfiction reading material. (RW)

This paper is a slightly revised version of a contribution to a symposium on the "Biosocial Aspects of Race," held in London, September, 1968; symposium was published in the "Journal of Biosocial Science," Supplement No. 1, July, 1969. (RJ)

Examined the relationship between academic major, year in college, academic performance, and reflective judgment using the Reflective Judgment Interview. Analyses of results showed significant differences for year in college but not for academic major. (RC)

Following discussion of the philosophical underpinnings for values objectivity and a review of tenents of Piaget's and Kohlberg's (cognitive/moral development) theories, offers a blueprint for establishing a comprehensive values education program needed in environmental education. (JN)

This study investigated the joint impact of cognitive induction and type of model on adolescents' preferences for different stages of moral reasoning. A multiple-choice adaptation of the Kohlberg moral development interview was used at pretesting, at intervention/posttesting, and at delayed posttest. (Author/PN)

Researchers investigated the effects of sex differences on the relationship between conservation ability and the reading and linguistic awareness of five-year-old children. Findings of this study and others consistently support the hypothesis that conservation ability correlates more highly with reading in girls than in boys. (Author/PP)

The performance of 114 New Zealand children of European and Polynesian descent on spatial relations tasks was examined, following their interaction with another child of either the same or different cognitive level. Nonconservers were found to benefit from interaction relative to no interaction more than were partial conservers. (AOS)

Concludes that J. Piaget's cognitive developmental theory may be used as a framework to understand reading in all children, while visual perception showed no relationship to any measure of reading. (FL)