Presents the results of a study designed to determine whether idioms cause difficulty for students in the reading and understanding of prose, concluding that methods of teaching idioms should be explored. (RB)

Concludes that the ability to detect small differences in pairs of pictures, letters, or words does not change beyond grade 3, but the ability to recognize sound-alike words improves through the grades. (RB)

Reports on a study to determine differences in measured self-concept among college freshmen grouped by demonstrated differences in reading ability, by sex, and by enrollment in a reading skills program. (RB)

Suggests the extent and manner in which the word characteristics of materials may be separated from and contribute to the strategies children develop for word identification. (RB)

Discusses several factors of reading ability and their interrelationships at elementary, secondary, and college levels. (TO)

Investigates the use of graphic and contextual information in word recognition and the extent to which good and poor readers are flexible in their ability to trade off one type of information for another when the situation warrants. (HOD)

Describes the test-development process used to create criterion-referenced tests in reading for a large city school district's system-wide testing program.

Agrues that the Reading Miscue Inventory (RMI) concepts are useful for analyzing oral reading errors made within the boundary set by Informal Reading Inventory (IRI) concepts.

Presents results from an experiment designed to extend the study of the relationship between the syntactic sophistication of the student and the material being read. (TO)

Reports a study testing the effect of minimal contrast among word forms commonly found in beginning reading instruction. (TO)

Discusses the effect of sentence structure on the reading acquistition process of beginning readers. (RB)

Concludes that adult disabled readers perceive reading as a decoding process rather than as a meaning constructing or comprehension task. (HOD)

Compares use of two decoding strategies in fifth-sixth grade normal and dyslexic children, and younger normals reading-aged-matched to the dyslexic students. Finds dyslexics lag behind age-matched normals in use of both strategies, and behind reading-age-matched normals in use of analogies, but not rules. (RS)

Investigates the degree to which practice in isolated word recognition affects children's speed of recognizing words presented within a sentence context. Finds that increased speed of word recognition interacts in a compensatory fashion with reliance upon context as an aid to word recognition. (RS)