Notes that there are no clear cut findings to be derived from research concerning the effects of television viewing on reading achievement. (FL)

Asserts that reading instruction to prepare students for occupational or societal settings must be grounded in a realistic view of the nature and function of the reading activities that are indigenous to those contexts. (AEA)

Argues that both redundancy and propositional analysis (a strategy for analyzing meaning in a text) help to reveal the nature of the reader-text interaction and are two of the important missing elements in readability. (FL)

Reviews research dealing with creativity as it applies to the process of reading. (FL)

Defines direct instruction, reviews research analyzing its characteristics and offers reflections on direct instruction of reading comprehension. (FL)

Describes the constructions used to express cause and effect relationships and problems in comprehending such constructions. (FL)

Discusses a prototype computer program designed to calculate readability levels and explains why such a program is needed. Calls for support from others who can assist in the program's development. (FL)

Reviews materials for use in preparing listening-reading transfer lessons. (FL)

Argues that basing comprehension questions on story grammar will help students develop story schema. (FL)

Describes the status of children's literature in Bulgaria and traces the efforts of educators in that country to use literature toward particular ends. (FL)

Reports on several easy-to-read books for beginning readers and laments the dearth of such materials. (FL)

Categorizes several self-reporting reading attitude instruments that are currently available in order to provide teachers with information that will let them choose the instrument that is most appropriate for their situation. (FL)

Reviews instructional materials and teaching guides for reading and comprehension. (HTH)

Notes the relationship between constructive comprehension and schema theory research and decries the lack of progress in applying these theoretical phenomena to the classroom. (MKM)

Answers eight questions concerning the teaching of reading to handicapped children. Includes background information on Public Law 94-142, discussions of mainstreaming and "least restrictive alternatives," and suggestions about instructional practices for use with the handicapped learner. (MKM)