Responds to a previous study which suggested that college professors who teach preservice reading courses cannot agree on what should be taught. (See EJ 129 240) (RB)

Examines the literature concerning the positive and negative effects of ability grouping, reporting on eighteen reading research studies. (RB)

Compares several reading models for disadvantaged kindergarten children from rural areas, concluding that there was a significant transfer effect utilizing the part and whole word approach but there were no significant differences between sexes with any method. (RB)

Reviews the major remedial reading techniques and presents a classification scheme for them. Calls for a greater understanding of the variety of remedial techniques and their role in instructional programs. (FL)

Concludes that a course in reading based on reading as a communication process improved the reading comprehension of college students. Discusses the various components of the course. (FL)

Explains how a teacher taught his class the value of skimming in developing reading comprehension. (FL)

Presents 10 strategies designed to assist adult disabled readers to move from decoding and word calling to active meaning making. (FL)

Looks at traditional procedures for reading instruction and analyzes the problems inherent in them. Proposes a thematic approach to instruction as an alternative. (FL)

Concludes that a reading methods course can effect positive changes in the attitudes of prospective elementary school reading teachers. Among the changes noted are a heightened concern for individualized assessment and instruction, skill development, and motivation for reading. (FL)

Considers the rightful relationship of theory to practice in the field of reading; outlines some ways to integrate theory and practice, noting that the work of Jean Piaget can aid in this task. (GT)

Argues that Piagetian theory does not support the use of a code-breaking approach to teaching children to read prior to the advent of concrete operations. Suggests that primary instructional emphasis with these children should be placed upon the meaning-getting aspects of reading. (FL)

Provides information concerning a procedure for estimating the probability of placement error on a criterion referenced multiple choice test. (TJ)

Describes research that shows that preservice teachers assess their skills at a higher level than experienced teachers assess their skills. Suggests that preservice teachers reflect their success in reading methods classes and experienced teachers reflect their need for further knowledge and skills. (TJ)