Explains ...the automated reading of the printed page resulting in a sequence of character codes which can be further processed to make the information available to a blind person in the form of Grade II Braille, spelled speech, or synthesized speech." (Author)

Deals with: (1) the meaning of grasp of language" and the possibility of discovering if an individual has a better reading grasp of one language than of another; (2) the effects which differences in grasp of language have upon reading comprehension; and (3) ways of helping students read their weaker language more effectively. (FB)

Focuses on developments in education that apply to reading tests in general, including behavioral objectives, cognition models, skill analyses, and curriculum packages development. Bibliography. (CM)

Experiments using memory paradigms have shown that general terms receive context-dependent encodings. This experiment investigates the encoding of category and instance nouns. The results indicate that representations set up during reading are the product of both the linguistic input and of general knowledge. (Author/KC)

Shares some warnings and positive suggestions about preparing students for the Scholastic Aptitude Tests (SATs). Urges teachers to concentrate on improving students' reading and writing skills rather than have students memorize long lists of big words. (RL)

Describes the Neurological Impress Method (NIM) of developing reading fluency, the uses of NIM with readers aged 3 to 30, and methods of adapting NIM to the general classroom situation. (AEA)

Reports on a study comparing four reading practice methods (sustained silent reading, programed textbooks, programed cassette tapes, and programed skill development kits) used with Upward Bound students. Sustained silent reading was found to be significantly more successful in improving educationally deprived students' literal and inferential…

Reaction time to reading sentences which were not clearly interrelated was longer when a paragraph was titled to give it to more discourse (paragraph) level meaning. The presence of titles had no effect on reaction times for meaningful paragraphs, however. (CP)

Presents elements of a reading improvement program at Indiana University designed to assist science students. The program uses college-level textbooks, redefines reading as the reception of ideas rather than the calling of words, seeks to increase reading speed, and stresses pragmatic study skills. (DR)

Discusses research that supports proposition that the more children read the greater their vocabulary growth and cognitive skills. Offers several suggestions for how principals can promote more independent reading during and after school. (Contains 2 tables and 14 references.) (PKP)