Replicates a 1977 study and reaches similar conclusions: specifically, that schematic interpretations have a high relationship to prior knowledge. (FL)

Examines six randomly selected reading methods textbooks to determine the authors' perspectives on commercial reading materials and their use in elementary school classrooms. Concludes that most authors are relatively uncritical in their advocacy of commercial materials. (FL)

Reexamines the persistent reading failure of black students in light of current research in an effort to encourage new efforts to discover the real cause or causes of the problem and to provide solutions. (FL)

Describes a study that focused on measures of reading comprehension using responses from subjects during the reading process--specifically, oral reading errors. Concludes that the scores obtained adequately predicted reading comprehension performance. (FL)

Concludes that a grapho-syntactic organization that divided sentences into meaningful units and random units was comprehended significantly better by both good and poor comprehenders than was the regular paragraph format found in basal readers. (FL)

Finds support for the concurrent validity of miscue analysis as a measure of the silent reading processes of elementary school students with respect to the dimensions of syntactic and semantic strength. (FL)

Identifies 10 areas that are vital to successful remedial reading instruction and offers specific suggestions of ways to ensure success in each area based on a theoretical view of reading as an active, thinking process influenced by a child's conceptual abilities and language experience. (FL)

Examines causes of urban teacher burnout; offers suggestions to secondary urban reading teachers on ways to experiment with methods of evaluation, instruction, and selection of materials, as well as on ways to achieve self-growth and to model for their students continuous effort toward learning. (GT)

Describes SPAWN, a technique for helping teachers make writing assignments in which students must first read, then integrate information from reading with their background experiences, to produce a piece of writing. (FL)

Describes a six-step technique that capitalizes on children's experiences and interests while providing structure and redundancy within a creative framework to maximize sight word acquisition. (FL)

Presents a series of 10 true-false statements pertaining to dialect, then discusses the correct answers. (FL)

Concludes that when preservice teachers lack effective reading study habits and attitudes, reading educators can develop those skills as students master course content. (FL)

Concludes that on an immediate recall test, fourth-grade students taught with a graphic organizer strategy for facilitating comprehension recalled significantly more idea units in a test passage than did students who had not received such instruction, but there were no performance differences between the two groups on a one-month delayed recall…

Concludes that it is time for teachers to be more critical of the commercial materials and classroom practices commonly used to sensitize children to different semantic cues and morphological units. Argues that without a firm knowledge of context clues and morphemes on the part of teachers, the teaching of these skills will remain incidental. (FL)

Discusses five study skills areas that need to be stressed in working with women who have returned to college: time management, text study approaches, note taking, preparation for examinations, and taking examinations. (FL)