The author refutes the conclusions of S. Finnegan's paper (see EJ 223 666) on the relationship between reading ability and auditory discrimination. (Author/PHR)

The author focuses on braille literacy as the primary tool for equal education for visually handicapped individuals. The need for braille proficiency is stressed and the importance of braille ability for individual achievement is described. (PHR)

A. Pollatsek, E. D. Reichle, and K. Rayner argue that the critical findings in A. W. Inhoff, B. M. Eiter, and R. Radach are in general agreement with core assumptions of sequential attention shift models if additional assumptions and facts are considered. The current authors critically discuss the hypothesized time line of processing and indicate…

Past reading research suggests that measures of reading comprehension should be made context dependent. Reading comprehension test questions that are context dependent are best answered by examinees only after the accompanying passages have been read. Recently, there has been some disagreement concerning the exact importance of context dependence…

Praises Peter Johnston's thoughtful, constructive use of the term dyslexia in his article that appeared in the May 1985, "Harvard Educational Review." (HOD)

Teaching study skills to students should be an important consideration in curriculum objectives. (MD)

Categorizes results of various studies on the effects of educational placement on measured self-concept functioning of retarded pupils. Suggests that IQ, reading ability, and the ability to make social comparisons may be valuable predictors of self-concept functioning of retarded students in various educational settings. Recommends criteria for…

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)

Discusses how teachers can build and sustain students' positive self-images within the classroom. States that emphasizing effort instead of reading ability and focusing on learning goals instead of performance goals will help the "learned helpless" child immensely. Discusses the role of teacher expectations in the success attained by…

Introduces the articles in the special issue as sharing a concern with the role of morphological skills in the learning of alphabetic orthographies. Discusses how the articles offer a cross-section of different perspectives, techniques and populations. Notes several pieces of evidence that morphological awareness, while related to phoneme…

Explores the differences in how teachers ask students to learn from reading and the way in which adults and children learn from reading outside of school. (FL)

Describes a study conducted by Ron Carver that compared the reading rate and comprehension of speed readers with superior readers. (HOD)

Defines the set of characteristics known as cognitive style, suggests how these traits possibly influence reading behavior, and cites some of their ramifications for classroom reading instruction. (FL)

Argues that differences in instruction influence differences in students' reading abilities as much as do variations in individual learning styles or aptitudes. Suggests ideas for enhancing instruction of poor readers. (RH)

Argues that health educators must learn to predict readability levels of textbooks to be sure that they are challenging and understandable to the student. Concludes that this can be accomplished through the use of readability formulas. (FL)