Points out an algebraic error in a paper by Glenn E. Roudabush. (JM)

Responds to discovery, by Gordon Rae, of algebraic error in his paper on an empirical structure for reading objectives. (JM)

Reports on two experiments which examined whether normal and disabled readers differed in the ability to use orthographic structure information to process printed material. Finds that disabled readers use orthographic structure information as much or more than normal readers. (MM)

Reviews the literature in teaching reading as a second language. (RB)

Suggests that psycholinguistics research consider variations in cognitive style and notes studies in which this has been done. Bibliography. (RW)

Analysis of metaphor influence upon reading comprehension showed that comprehension of the metaphorical passage was lower than comprehension of the nonmetaphorical passage.

Replicates the McConkie and Rayner study (1974) in which the strategies of college students were manipulated through the use of payoff conditions. (RB)

Reports on a study designed to validate goals for public education and to assess educational needs on a state-wide basis in Maryland. (RB)

Of 15 skills, generally considered pre-requisites for independence in recognizing and pronouncing written words, at least three skills were found to be false pre-requisites; four skills were identified as possibly necessary; and seven were associated with competency on the reading aloud task. (RB)

Indicates functional dyslexia is associated with systemic change in metabolism. (RB)

Reports on a study that demonstrated that college students are flexible in their reading and readily adjust their reading rates in accordance with the payoffs of a task. In particular, propositions expressing case relations were more likely to be retained than those expressing descriptive information. (HOD)

A response to the criticism directed to Yap's causal analysis in the preceding article, "On the Determination of Causal Ordering between Vocabulary and Comprehension." (HOD)

Describes an investigation designed to prove the causal ordering between vocabulary and comprehension skills of primary grade pupils. (HOD)