Responds to the author's genuine and imagined reader mail. Discusses issues involving "information anxiety," educational jargon, statistical versus educational significance, and cultural literacy. (RS)

Cautions that a lack of rigor in research methodology and a lack of restraint in interpretation may ruin the potential benefits of educational ethnography. (HOD)

Praises the writing persona of syndicated columnist Mike Royko and speculates on how he might comment on the research related to reading. (HTH)

Suggests that the work of reading researchers may be ineffective because it lacks a practical impact on teacher educators or classroom teachers. (AEA)

Comments on how reading research studies sometimes work their effects in wonderous ways. Illustrates this in humorous reviews of several recent research reports. (HOD)

Notes the major historical works or chronicles on college reading and study skills instruction and proposes 10 directions for further historical research. (HOD)

Discusses Neil Postman's essay "Social Science as Moral Theology" which deals with the legitimate form and function of social research. Argues that reading educators should rid themselves of the notion that they are scientists in pursuit of immutable laws about reading education. Presents a few examples of great tellers of relevant stories. (RS)

Suggests a whimsical text on dyslexia that might be written by David Barry, columnist for the "Miami Herald." (RAE)

Argues that the field of education has produced and absorbed a steady barrage of information about the threats and causes of illiteracy. Contends that the field has managed to demystify the wondrous and profound acts of reading and writing. Concludes that research on reader response has much to offer in the rehumanization of literacy. (RS)

In a question-and-answer format similar to that used by Dear Abby and Ann Landers, a professor suggests possible letters he might receive and formulates humorous answers to them. (DF)

Refutes six arguments commonly used to discredit remedial teaching of decoding skills to young adults in order to motivate both researchers and teachers to reexamine the role of decoding skills in reading in the upper grades and beyond. (SKC)

Notes the weakness of comprehension assessment as it occurs in standardized tests and exercise books, and reports on a new approach which views reading as a constructive process that results from a complex set of interactions between reader and texts. (NH)

Reviews research on the effectiveness of SQ3R as a study technique, noting that support for SQ3R is based more on opinion than on empirical evidence. (JT)

Discusses an article by Tom Barone, "A Narrative of Enhanced Professionalism: Educational Researchers and Popular Storybooks about Schoolpeople," which challenges educational researchers to work toward changing the public's generally negative conception of schools and schooling by creating compelling narratives about schoolpeople. (SR)

Discusses the usefulness of knowing more about the history of reading and provides a multinational list of sources. (FL)