Replicates the McConkie and Rayner study (1974) in which the strategies of college students were manipulated through the use of payoff conditions. (RB)

States that English is the most difficult subject to learn, contrary to popular myth, and that the efforts of English teachers must be proportionately more determined in order to prevent mass miseducation. (RB)

Reviews four component behaviors of the affective domain: attending, receiving, valuing, and evaluating. (RB)

Supports the hypothesis that the skilled reader of modern English relies upon the orthographic and syntactic-semantic information that is stored within the brain in order to read efficiently, reinforcing the assumption that reading is a highly cognitive process. (RB)

Suggests that learning to skim reading materials is an important study skill. (RB)

Examines the relationship between reading skills and academic success among college students. (RB)

The Personal Construct Theory of George Kelly is considered particularly applicable to college reading instruction because the interpretations and subsequent reactions to written language by mature students are highly personal. The key to students' behavior lies in their total personality, enmeshed as it is with past experiences, present…

Discusses the conflict between the intentional fallacy in reading (it is inappropriate to deduce literary intention from effects) and the intentional imperative in writing (intention is necessary to our understanding while writing). (DD)

Showing students the basic nature of reading may help them reduce the errors in the writing they submit to teachers while encouraging student reading. (DD)

Suggests that literature may have a place in the composition class, but that composition teachers may have to unteach some of the reading skills students have learned. (DD)

Presents a word identification exercise that can be used with students who have no prior knowledge about the teaching of reading. (FL)

Describes an exercise to help students break their dependency on the dictionary and to trust themselves to derive the meaning of unfamiliar words from the surrounding context. Students read a sentence containing an unfamiliar word, infer the meaning from the context, then design a new sentence using the word. (HTH)

This study investigated the hypothesis that intra-sentence grammatical constraints guide reader sampling of the visual display by examining the effect of these constraints on the reading of sentences by skilled adult readers. (RC)