Offers a proposal for an integrated reading and writing curriculum that emphasizes essay and other informational writing. (HOD)

Indicates that middle school teachers do not make accurate subjective judgments of the reading levels of their students and tend to overrate poor readers while underrating good readers. Suggests that the Individual Reading Placement Inventory (IRPI), a newly developed standardized test, gives a more accurate measure of reading level. (MS)

Reports that providing inservice training to eighth-grade teachers in Zaire resulted in the improvement of their students' ability to use a text to locate main ideas and supporting details. (AEA)

Presents a dynamic reading assessment procedure (DAP). Argues that the procedure is particularly valuable for use with at-risk learners because both cognitive and affective variables are assessed. Notes that the readers' strategy use and knowledge, as well as their adaptability and attitude toward reading instruction, can be determined. (RS)

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)

Three contributors offer suggestions for (1) increasing remedial readers' interest in books and reading, (2) using sentence combining to improve vocabulary, and (3) using microcomputers to compensate for students' varied reading levels. (FL)

Compares results of standardized reading tests with informal reading inventories to determine whether teachers should favor one score over the other as an indicator of instructional reading level. (FL)

Suggests that teachers must integrate the instruction of language and content if they wish to develop fully their students' cognitive abilities. (MKM)

A review of the literature on the relationship between reading ability and mathematical ability shows the process of reading mathematics to be very different from the process of reading English prose. (AEA)

Shows how a structured tutoring program helped increase both student and tutor reading scores. (JT)

Compares skilled and unskilled adult readers' approaches to finding the main idea in text. Describes and tests Author's Intended Message (AIM), a holistic main idea strategy suitable for independent use by college study skills students. Investigates the effectiveness of this strategy. (RS)

Reviews the 3-R's Test that measures achievement in three academic content areas: reading, language, and mathematics. Cautions that it lacks data supporting its validity and scaling. (HOD)

Offers examples of lessons in conflict in reading material that can lead students to read critically, to seek further reading, and to enhance their comprehension.(HOD)