Offers six suggestions for making the college student's encounter with the reading clinic a pleasant and successful one. (FL)

Concludes that greater attention must be paid to program evaluation, differential treatment models must be identified that address sequence of treatment within a semester and across several semesters, and reading research must be reconceptualized along the lines of retention research if college reading instruction is to be effective. (FL)

Concludes that the fact that fifth-grade students comprehended computer-displayed chunked passages better than passages displayed in the traditional format indicates that the display device, the CRT, really made no difference in student performance. (FL)

Suggests that the sex and socioeconomic status of first grade students have little influence on their reading attitudes. (FL)

Reports that good elementary school readers corrected more miscues than did poor readers, that poor readers relied more on graphophonemics to make corrections than did good readers, and that there were small differences between both groups' use of semantics and syntax to make corrections except as material increased in difficulty. (FL)

Reviews current research concerning the reading comprehension of college-age students under two broad categories: (1) schema theory and (2) metacognition. Discusses aspects of reading comprehension at the college level that need further investigation. (FL)

Describes an instructional approach that enables preservice content area teachers to arrive at their own understandings of the importance of taking a secondary reading course. (GT)

Suggests that the initial teaching alphabet has been demonstrated to be an effective tool in teaching reading to bilingual students and to students with reading and cognitive disabilities. (TJ)

Concludes that, contrary to what some literature suggests, the university supervisor is still perceived as playing a vital role in preservice teachers' professional development. (FL)

Examines the extent to which elementary school principals perceive themselves as performing specific reading supervision or administration behaviors connected with teachers, students, policy, or the community. (FL)

Argues that affective dimensions are basic in the development of gifted learners' reading potential. Examines two crucial affective areas--interest and attitude--and suggests instructional applications that can stengthen reading programs for gifted learners. (FL)

Confirms the view that the more alternatives avilable to students in preservice education and student teaching, the better their education will be meeting individual and future needs. (Author/RB)

Reports on research that reviewed 142 current middle and secondary school content materials to discover the organizational patterns used in each. Concludes that four such patterns are commonly used: enumeration, relationship, persuasive, and problem solving. Discusses each pattern and how it affects comprehension. (FL)

Discusses a study that compared the use of interpretive dramatics activities to basal reader workbooks for developing the comprehension skills of recognition and recall of details, sequencing of events, and generalizing the main idea. (JM)

Describes two programs that involved teachers using closed-captioned television materials to develop skills in the areas of reading comprehension, vocabulary, and oral reading fluency with hearing, remedial readers. (FL)