Reviews the literature on reading research published in Britain during 1974. (RB)

Compares the "Neale Analysis of Reading Ability" test with the "Standard Reading Test 1" (Daniels and Diack), concluding that there is some evidence for the validity of "Test 1" but that it is more difficult than the Neale Test. (RB)

Discusses research on the National Curriculum Key Stage Two reading tests for years 1998, 1999 and 2000. Shows that in 1999 and 2000 the reading tests were progressively easier: the number of questions requiring higher-order reading skills, particularly those of inference and deduction, decreased each year, while the number of questions requiring…

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)

Suggests that reading comprehension is a special case of language comprehension; considers the effect of prior knowledge and experience on recall of meanings; points to the role of "scripts" (information accumulated about a situation, word, or concept) in reading comprehension; and outlines implications for teachers. (GT)

Reports on research in the following areas: reading tests and standards, dyslexia and specific reading retardation, remedial reading, reading development, and reading materials. (GT)

Reports on research in the following areas: reading standards and tests, dyslexia and specific reading retardation, remedial reading, reading development, and materials and reading. (GT)

Reports on reading research studies conducted in Great Britain during 1979, noting that two areas have attracted much more attention recently--reading comprehension and the importance of motivation. (HOD)

Reviews research in the areas of reading standards and tests, reading development, dyslexia and specific reading retardation, and reading materials and interests. (FL)

Reports on reading research in Great Britain published in 1988. Includes sections on word recognition, dyslexia, blind and deaf readers, writing, language and literacy, cohesion and comprehension, parents, and teaching methods. Concludes that most funding reinforces a narrow paradigm of educational research and that aging reading tests are used to…

Examines the following: the history and current status of the assessment of prereading skills or reading readiness in the United States, recent research findings with implications for readiness testing, future directions for prereading measures, and classroom implications of prereading assessment research. (GT)