Reports on a Listen-Read Program exposing children to a variety of language in sound and print through the coordinated use of books and listening centers; a study of the program indicated higher scores on a standardized reading test resulted from children's listening to the text while they read. (HOD)

This study, using the Visual Pattern Recognition Test for Prereading Skills, found that beginning readers improve in word recognition if they are given training in identifying essential components of letters. (HOD)

This study showed that measurable deficits in visual perception were not interfering with normal reading achievement among these second graders, yet there was no sign of compensatory development of auditory skills. (HOD)

This study, which extends Jeffrey and Samuels' study, indicates that children taught "sounds" learned more grapheme-phoneme correspondences and read more transfer words than did those taught "words." (HOD)

Suggests activities that can assist in learning how to develop hypotheses. (HOD)

Outlines four steps that can be used in conscious comprehension training, i.e., a process by which students can knowingly identify that thinking process as one, among others, which they can apply in many situations. (HOD)

Provides a pro and con discussion of the use and/or worth of behavioral objectives in the teaching of children's literature; also provides a list of behavioral objectives one author used. (HOD)

Lists the proposed projects for the NIE funded research program at the Center for the Study of Reading in Urbana, Illinois. (HOD)

Describes several ERIC research documents which reported on remedial reading programs. (HOD)

Makes a case for maintaining experience charts which record children's language in dialect and in Standard English. (RB)