Results of study of response patterns to reading passages showed that not only do we take meaning from print, but we also bring meaning to print. (JM)

Reports on a study indicating that the relationship between the reading habits of adolescents and their parents is not a strong one. (MKM)

A study tests the hypothesis that knowledge of literary devices aids students in the interpretation of literature, and therefore, reading comprehension. (RB)

Examines the efficacy of motivational conferences for problem readers in a secondary school situation. (RB)

Reports on a study in which ninth-grade students of differing reading ability were asked to paraphrase a section of text. Indicates that a major difference among reader ability groups was in the number of inferences they made in the paraphrasing task. (HTH)

Reports on a study that examined whether students' comprehension and recall of an expository passage would improve if they were given information about the organization of the passage before they read it. (HOD)

Suggests reasons why a sustained silent-reading program failed to work at a San Diego high school. (JT)

Illustrates the importance of carefully interpreting reading test results. (JT)

Describes using a loose framework of response journal writing and small and large group sharing with two classes of ninth-grade English students. Describes students' deep involvement as they constructed important meanings from a story that went beyond their own experiences. (SR)