The 594 studies referenced in this volume, the first of a two-volume set, synthesize reading comprehension research conducted from 1974 to 1984. The 12 chapters cover the following topics: (1) the necessity for both quantitative and qualitative meta-analysis for a complete state-of-the-art understanding of any domain, (2) the background of the research project that generated this volume, (3) a quantitative meta-analysis of reading comprehension research, (4) research on reading comprehension instruction, (5) reading instruction with the special education student, (6) a cognitive approach to reading for the learning disabled, (7) reading comprehension processes as critical thinking, (8) exemplary studies for teachers to use, (9) using background knowledge of readers, (10) teachers as researchers and present research needs, (11) measurement in reading comprehension research and in classrooms, and (12) a synthesis and assessment of reading comprehension research. The appendixes provide a taxonomy of reading comprehension variables, a list of hypotheses that reading researchers test, the references for the 594 studies, additional references; and information about the authors and editor. (HOD)