The papers in this volume represent both theory and application in reading research. The topics are as follows: research on programs for poor readers; a method for teaching children who have reading difficulties even though they have learned decoding skills; a decade of research on reading and learning disabilities; children's understanding of linguistic units; reading research that assists classroom instruction; flexibility of reading rate and efficient reading behavior; applications of a psycholinguistic model of reading; implications of Piaget's theory for reading instruction; comprehension abilities; the role of content in teaching reading; assessment; criterion referenced measurement in a norm referenced context; and a pragmatic-empirical approach to research in reading. Each entry is preceded by a brief introduction, and tables and bibliographies accompany many of the papers. (MAI)