Presents information gathered as to how children make use of reading skills and what effects factors in the text, such as vocabulary, syntax, layout, and even illustrations, can have on the child's response. (RB)

Concludes that, while art activities can be defended as a way of adding variety or diversion in the teaching of reading, the proposition that they have a direct and positive influence on children's learning to read cannot be supported. (GT)

Concludes that in reading words the understanding of meaning and the knowledge of probable letter sequences has a function at least as significant as familiarity with letter shapes. (RB)

Describes the information gained during a study of 11- and 12-year-old remedial readers. Reflects upon the ways in which adolescents who are considered to be underachievers as readers' perceive their own reading abilities. (MG)

Discusses four areas of reading research in which the results seem to collide with views held by practicing teachers and provides an explanation of the contradictions. (RB)

Describes study which questioned theories of skill hierarchies in reading and states that it cannot be assumed either that the transfer of one skill in literacy is made to another skill or that a transfer is made to other "real life" reading situations. (JM)

Contrasts the views of teachers and students concerning topic work, finding that teachers see it as more valuable than do children. (FL)

Summarizes studies of strategies used in silent reading and in locating information in books, noting that the findings provide information relevant to the teaching of silent reading. Points out that more work is needed both in the observation of reading strategies and in the discovery of effective means of teaching these strategies. (GT)

Suggests that further explication of the notion of "importance" will benefit the reading field, at both practical and theoretical levels. (ARH)

Reports on a study in which 12 Asian children's performance in reading aloud a story to their teacher was recorded, transcribed, and analyzed. Draws tentative conclusions about strategies used by children in learning to read a second language. (GT)

Describes two studies: (1) the effects of instruction on the types of reading strategies used by children when given a book and a set of questions about it, and (2) the progress in ability to use a book made by a group of children between 1973 and 1977. (GT)

Comments on the findings of The Trend of Reading Standards,'' a 1972 estimate of the reading standards of 11- and 15-year-old children in England. (DD)

Describes a program for preschool children which focuses on: (1) reconstruction and analysis of different texts; (2) development of effective language experience; and (3) modeling and sequencing. Finds that students' attention span increased, their reading strategies were more diverse and appropriate, and attitudes improved noticeably. (MG)

Criticizes the "project" approach to reading instruction, where beginning reading students are supposed to learn the skills it takes to find out information for themselves by reading from sources. Points out that a large number of ill-defined skills which are not taught explicitly are required to sucessfully complete a project. (SKC)