Demonstrates that discrimination training with verbal materials (words and letters) is generally more helpful than training with non-verbal forms. (RB)

Indicates that standardized reading tests vary widely in terms of the number of skills measured and in terms of the relative emphasis on each skill in studies done at the high school level. (RB)

Argues the importance of teaching students to read for meaning and suggests nine ways in which critical reading and thinking skills can be developed. (RB)

Questions some of the techniques currently used in reading courses because they reinforce such poor reading skills as short attention span. (RB)

Presents the results of research indicating that it is possible to prescreen for predicting the optimum reading instructional approach for each child. (RB)

Argues the need for the development of oral language skills as a basis for reading and writing at the elementary school level. (RB)

Suggests that informal word analysis inventories be used to determine a pupil's skill mastery level and, because of the flexibility of informal tests, that they are perhaps superior to standardized measures. (TO)

Reveals that the impact of training children with learning disabilities to verbalize a word-attack strategy was not as significant as had been suggested by previous research. (FL)

Reports that kindergarten children were aided in learning to use the alphabet when additional cues to distinguish the letters were provided in the immediate letter background. (FL)

Reports that allowing students to rewrite textbook word problems in a free form is a valid technique in identifying a well-defined set of reading variables that contribute to difficulty in solving arithmetic word problems. (FL)

Details a study of the reading-study skills course at The Citadel, the Military College of South Carolina, that was performed to assess the effectiveness of the program in terms of academic progress and student retention. Reports positive and significant results. (FL)

Contends that the basic reason for functional illiteracy is that as children, individuals did not develop the ability to meet the challenges required for reading and writing and that children can develop the ability to meet these challenges by having parents read to them at an early age. (FL)