Research indicates that three samples may not give a good indication of a workbook's narrative readability level. (MKM)

Provides a chart to be used with the Dale-Chall Readability Formula to simplify computation of readability level. (MKM)

Discusses Keith Stanovich's essay "Romance and Reality" published in the December 1993/January 1994 issue of "Reading Teacher." Reviews Stanovich's arguments about reading research relating to phonics, reading processes, phonological awareness, and reading difficulties. (RS)

Acknowledges the influence of Arthur I. Gates, Marion Monroe, and Donald D. Durrell on the author's views about remedial reading. (DD)

Presents the findings of a study of the attitudes of classroom teachers toward reading consultants. (DD)

A review of recent ERIC materials concerned with textbooks, prose learning, and learning strategies, to determine factors that contribute to learning from textbooks. (DD)

Concludes that the readability levels of textbooks can be done rapidly and accurately by computer. (RB)

Discusses the theory-to-practice issue in reading education. (FL)

Attempts to determine whether the Raygor graph produces readability estimates compatible with estimates derived from the Fry graph, whether the Raygor graph is less time-consuming, and whether it lends itself to greater computational accuracy. (DD)

Asserts that students' inaccurate prior knowledge in science can hinder the learning process. Presents instructional strategies for elementary and secondary school students that have been proved effective by research, such as augmented activation activities, refutational text, nonrefutational text, and the discussion web. (PRA)

Discusses the International Association for the Evaluation of Educational Achievement's reading literacy study in Finland. Shows that, although language-minority students are often expected to have lower achievement in school, students from Swedish-speaking homes in Finland scored almost as well as their Finnish-speaking counterparts on extensive…

Reviews research, much of it conducted by the Center for the Study of Reading, on the role of schemata in the process of reading comprehension. (MKM)

Recounts in an amusing style that a colleague of the author has served as his "muse" by sending him materials on reading instruction that might be of interest, and that she often was not amused at how he used her input in his columns. (SKC)

Concludes that inferential reading test questions are as likely to be passage dependent as factual test questions. (MKM)

Reviews research and informal experimentation on the use of the cloze procedure as an instructional tool to teach use of context. (MKM)