Describes the information gained during a study of 11- and 12-year-old remedial readers. Reflects upon the ways in which adolescents who are considered to be underachievers as readers' perceive their own reading abilities. (MG)

Examines research evidence that suggests an association between impulsivity and poor reading performance; outlines methods that have been helpful in training children to respond less impulsively, to take more time, and to make fewer mistakes so that ultimately they may become better readers. (Author/GT)

Suggests that the majority of poor readers are poor at discriminating similar letters/words and at letter recognition. Argues that general sensory perceptive training does not improve subsequent reading development but that specific letter/word training in discrimination and recognition has a favorable effect. (RS)

Provides a humorous look at remedial reading strategies by proposing a method of upside-down reading for remedial reading teachers to use with poor readers. (MG)

Argues that most pupils need some help as the reading curriculum widens to include books of varied linguistic complexity. Maintains that increasing awareness of the register patterning of different genres is a basis for continued teaching of reading across the curriculum throughout pupils' school careers. (RS)

Reports on a study that examined the relationship between understanding of specific cohesive items and general reading comprehension ability, as well as differences in performance of girls and boys. Makes suggestions for the classroom based on the findings. (ARH)

Reports findings of a study that investigated the relationship between boys' reading ability and their use of specialized linguistic features in oral story telling. Contains transcripts of stories told by some subjects in the study. (FL)

Reports on reading research studies conducted in Great Britain during 1979, noting that two areas have attracted much more attention recently--reading comprehension and the importance of motivation. (HOD)

Compares student performances when reading printed text and text on a microcomputer screen. Reports that students have more difficulty locating information on-screen than in-print, particularly within prose passages. (MG)

Examines the use of reading diaries, in which parents of poor readers recorded their child's reading activities at home. Indicates that children made a mean gain in Reading Age Score of 6.3 months after five weeks of using the reading diary approach. Reports positive change in reading attitudes for both parents and children. (MG)