Reports on a study that investigated the effect of readers' abilities to be creative on their abilities to make inferences in reading prose passages. (FL)

Covers some of the issues and procedures used in conducting meta-analysis, a comprehensive and quantitative method for reviewing research, and includes a review of completed meta-analysis in reading. (HOD)

Summarizes a study in which third-grade students were asked to read a book passage aloud, then recount as much as they could remember. Results show that overemphasizing accuracy of word pronunciation can actually retard comprehension of material by student. (HTH)

The attention patterns of 64 average readers from two age groups, selected on a high/low socioeconomic basis, were observed during reading lessons. The younger high socioeconomic group and the older low socioeconomic group showed greater attention to reading, as did the older group overall. (HTH)

Investigates the effect of middle-ear infections on phonemic awareness on first-grade Bedouin Arab elementary school children in northern Israel. Divides 49 children who were screened according to their infant medical records into two groups: one with repeated middle-ear infection and one without. Indicates a nonsignificant effect of middle-ear…

Investigates the prevalence of reading incentive programs as they are implemented in elementary schools. Reviews the conditions that must be present to motivate literacy engagement. Finds that reading incentive programs are widely used and may violate important principles of motivation theory and literacy engagement. (NH)

We examined how children with and without oral language (word-finding) difficulties (WFD) perform on oral reading (OR) versus silent reading recognition (SRR) tasks when reading the same words and how lexical factors influenced OR accuracy, error patterns, and nature of miscues. Primary-grade students were administered an experimental reading…

Reviews the debate on the importance of decoding in reading, focusing on the positions taken by P. Gough and K. Goodman. Argues that the debate is settled, with Gough's view having more explanatory power in terms of helping to understand the success of the good reader and the plight of the poor one. (FL)

Discusses the construction and testing of The Extended Basic Sight Vocabulary word list. Concludes that it provides educators with a unique instrument for the teaching and testing of words and for the preparation of instructional materials. Includes the word list. (FL)

Reports on a study investigating the effect of prior knowledge of written prose in intact, topic sentence deleted, and topic sentence and concluding sentence deleted conditions, and advances a methodology for determining prior knowledge. (FL)

Concludes that poor comprehenders may lack the awareness and the ability to use strategies that involve higher order, more complex thinking skills. Offers suggestions for teaching students to become aware of and engage in thinking skills. (FL)

Reports the findings of a study that sought (1) to confirm for Australian children the pattern of print concept acquisition noted in North America and New Zealand and (2) to determine whether children of varying reading proficiency can be differentiated in terms of their print concepts. (FL)

Points out how student understanding of as well as student confusion about reading and word recognition are both functions of teacher behavior. (FL)

Surveys reading teachers to determine their opinions of reading courses they had taken at the undergraduate level. Reports that "how to plan a reading lesson" was the most helpful topic covered in such courses and that the topic most needed to be covered is "how to organize and manage reading instruction." (FL)

Concludes that the use of anaphoric expressions (pronouns) in some instances will interfere with the reading comprehension of eighth-grade students. (FL)