Conflicting findings on television's impact on reading achievement suggest a need for more sophisticated measurements and methodologies in media research. D. L. Moldenhauer and W. H. Miller's survey of 78 seventh grade students showed no relationship between television viewing and reading skills. These findings were similar to those of J. T. Feely's 1980 literature review. Canadian surveys of parents and teachers indicated that neither group felt television viewing influenced reading achievement. On the other hand, studies by N. L. Sproull and her colleagues of an educational program for young children suggested that programs such as "The Electric Company" improved reading skills slightly and helped teach reading related skills to young viewers. S. Neuman and P. Prowda's 1981 survey of 8,000 students in grades 4, 8, and 11 revealed that while the amount of television fourth grade students viewed failed to influence their reading scores, more than four hours of viewing daily among eighth and eleventh grade students correlated positively with lower reading scores. Recent research, such as that by C. M. Bachen and her colleagues, suggests that it is possible to locate an orientation within television sequence that positively predicts reading achievement, with cognitive involvement with television representing skills that parallel those necessary for good reading. Thus, while some studies described a negative relationship between television and reading skills, others indicated that children can develop through television the critical thinking skills they need in reading. (MM)