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

Suggests that continually refined and segmented reading assessment measures may be contributing to reading problems. Discusses three solutions to reading difficulties that have become problems themselves and suggests that more holistic, socially interactive teaching methods are a better solution to reading disabilities. (HTH)

Shows that the electronic media compete with reading and may affect students' reading achievement. (FL)

Gives instructions on how to improve student test taking skills, suggesting that students may fare poorly on standardized reading comprehension tests because of inadequate test taking ability. (Author/RB)

Reviews research concerning television's impact on students' reading interests and achievement. (MKM)

Presents high school students' responses to a yearly writing assessment which asked them to explain why there are discrepancies in the performances of males and females in reading and math. Finds that the largest category of responses was "the way things are," followed by the equally broad categories of work, society, school, and logic. (SR)

Describes a reading recognition test called Rapid Estimate of Adult Literacy in Medicine (REALM) that is designed to identify low literacy levels in patients. Notes that information thus obtained is useful in directing patient-physician communications and in promoting patient understanding of commonly used oral and written medical information. (SR)

Concludes that low achievers benefit from counseling-oriented reading programs. (RB)

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)

Describes a study designed to assess students' reading maturity, involving such factors as achievement, interests, attitudes, and leisure reading habits. (MKM)

This study indicates that diagnosic teaching made no more difference than the instructor's simple knowledge of reading level to the reading achievement of college students. (MKM)

Examines the various forms of cloze used to test reading comprehension and reviews norms for validity for structuring tests. Offers a set of comparisons of cloze with ordinary reading situations that reveal their similarities and differences. (HTH)

Describes a relatively easy and empirically evolved formula that can predict the reading achievement of low IQ children. (HOD)

Describes a computer formula which measures readability according to how well high school seniors comprehend reading passages. (RB)