Draws on selected ERIC resources to suggest dominant features of two approaches to beginning reading: systematic phonics and whole language learning. (HOD)

Reviews the research on reading achievement for the last 50 years and concludes that anyone who knows that literacy is declining is ignoring the data. (RB)

Defines the issues involved and surveys the major literature concerning the relationship between listening and reading comprehension. (Author/JT)

Compares Charles Peters's Content Processing Model with another content area reading model and argues that critics have overlooked a substantial flexibility within the models. (HOD)

Supports the argument that there are differences between the reading strategies of children and adults and suggests that pedagogy can take these into account to make adult basic education programs more effective. (AEA)

Participation in any one of four types of composition courses or two types of reading methods courses failed to increase college students' reading comprehension or vocabulary development or to change their attitudes toward reading or writing. (MKM)

Examines data from the 1979-80 National Assessment of Reading that reveals that television as external stimulation is beneficial to some groups of students yet detrimental to others. (HOD)

Argues that colleges can use Verbal SAT scores to place freshmen in reading courses when comprehension measures are not available. (HOD)

Compares twelfth-grade students' performance on the Scholastic Aptitude Test (SAT) with their performance on the Metropolitan Achievement Test 1: Reading Survey or the Degrees of Reading Power Test, concluding that the findings challenge the notion that low SAT scores indicate a lack of basic reading skills. (HOD)