George H. McNinch, West Georgia College

Reading Research and Practice: Our Achievements and Our Potential

Bob W. Jerrolds, University of Georgia

Rate of Comprehension, a Historical View with Implications for Current Research

John Joldersma, University of Georgia
Robert Aaron, University of Georgia

An Investigation of the Relationship Between Intelligence Score and Rate For Word Recall in a Naturally Occurring Classroom Setting

Robert Aaron, University of Georgia

Case Studies on a Time-Efficient Technique for Teaching Decoding

Carol Dana, Cardinal Stritch College

Dimensions of reading Attitudes Related to Age

Carmen J. Carsello, University of Illinois at Chicago
James W. Creaser, University of Illinois at Chicago

Text and the Reader-Writer: Taking Advantage of Students' Facility in Processing

Michael A. Martin, Murray State University
David G. O'Brien, University of Georgia

Characteristics of Effective Urban Language Arts teachers: an Ethnographic Study of Retired Educators

Stanley E. Baker, Virginia Commonwealth University

Insights Into Reading Behaviors and Other Variables Affecting School Performance of Marginal Students

Jane Warren Meeks, Old Dominion University
Raymond F. Morgan, Old Dominion University

Dramatics and Reading Performance: Theory and Research

G. Michael Miller, University of Georgia

The Insular World of the Reading Professor

Nancy Elizabeth Boraks, Virginia Commonwealth University

The Implications of Research on Adjunct Questions for Instructional Practices

Robert Kann, University of Wisconsin-Parkside
Richard Telfer, University of Wisconsin-Madison

A Practical Application of Spelling and Compostition Research: The Teachers' Viewpoint

Patricia Diebel, Sycamore School District

A Practical Application of Spelling and Composition Research: Joining Research to Practice

Frances Weaver, University of Cincinnati

A Practical Application of Spelling and Composition Research: A Cooperative Model for Teacher Renewal

Chet Laine, University of Cincinnati

Building a Comprehensive Reading Program

Glenda Lofton, Louisiana State Department of Education

The Development of Voice Range and Sense of Audience in Young Writers: Integrating Reading and Writing Experiences

Patricia H. Duncan, Virginia Commonwealth University

Reaction: The Development of Voice Range and Sense of Audience in Young Writers: Integrating Reading and Writing

Rona F. Flippo, Georgia Department of Education

Assessment of a College Reading Course for Academically Deficient Students

Brenda S. Townsend, Indiana University of Pennsylvania

Reaction: Assessment of a College Reading Course for Academically Deficient Students

Reed R. Mottley, University of Southern Mississippi

College Reading: Impact on Student Retention

Anne Mallery, Millersville State College

Should We Teach Comprehension or Word Identication Strategies? An Examination of the Difference Model for Poor Readers

Pauline L. Witte, Middleton, Wisconsin

An Analysis of the American Heritage Word List--Implications for Teaching Beginning Reading

Thomas Cloer, Jr., Furman University

Development of a Scale for Assessing the Attitudes of College Students Toward Reading

Joan B. Elliott, Indiana University of Pennsylvania

Reaction: Elliott's Scale for Assessing the Attitudes of College Students Toward Reading

Sidney E. Benton, North Georgia College

The Use of Computers in the Education of Preservice Reading Teachers

Michaeleen P. Peck, University of Wisconsin-Green Bay

Peer Tutor Training in Reading and Study Skills: A Research Review

Alice L. Randlett

A Case Study of the Same Poor Readers in Secondary Developmental and Remedial Settings

Lore Nielsen, Hillsborough County Public Schools, Tampa, Florida
Grace Lovelace, Hillsborough County Public Schools, Tampa, Florida

A Purposed Taxonomy of Mathematical Vocabulary

Sharon W. Kossack, Florida International University, Bay Vista Campus
Nicholas Vigilante, Florida International Univeristy, Tamiami Campus

The Application of Memory Research to Reading Instructional Practice

Deborah Goldstein, Florida International University, Bay Vista Campus
Sharon Kossack, Florida International University, Bay Vista Campus

Differential Effects of Cognitive, Affective, and Proprioceptive Instructional Approaches on Vocabulary Acquisition

Ula Price Casale, Northwest Missouri State University
Anthony V. Manzo, University of Missouri, Kansas City

A Qualitative Analysis of Middle School Students' Awareness and Processing of Textbook Metastructure

John A. Mateja, Louisiana State University

Reaction: A Qualitative Analysis of Middle School Students' Knowledge and Processing of Textbook Metastructure

Karen D. Wood, University of North Carolina at Charlotte

Reaction: Qualitative Analysis of Middle School Students' Knowledge and Processing of Textbook Metastructure

Patrice H. McClure, Georgia Southern College

Evaluation of a Second Grade Compensatory/ Remedial Program

Terry L. Lovelace, University of Southwestern Louisiana

An Exploratory Study of the Use of Organizational Patterns as an Aid to Comprehension

Martha D. Collins-Cheek, Louisiana State University

How Much Weight do Children Attach to Meaning as a Defining Criterion of Reading

Gerald J. Calais, University of Wisconsin-Madison

Thematic Organizers: Application to Remedial Reading

Victoria J. Risko, George Peabody College for Teachers, Vanderbilt University
Marino C. Alvarez, Tennessee State University

Should We Adapt to them or Them to Us? Messages From Research on Teaching Regarding the Reading Research to Reading Practice Issue

Gerald G. Duffy, Michigan State University

Increasing the Complexity of Children's Writing Using a Measure of Readability

Cynthia R. Hynd, University of Georgia

Effects of Narrative Schema Training and Practice in Generating Questions on Reading Comprehension of Seventh Grade Students

George S. Johnson, Pennsylvania State University
Emery P. Bliesmer, Pennsylvania State University

Teacher Competency Testing and Reading Specialty Preparation in Georgia

Rona F. Flippo, Georgia Department of Education
David A. Hayes, University of Georgia
Robert L. Aaron, University of Georgia

Oral Reading Practices Reported by Classroom Teachers for Grades 1-6

June Thomas-Young, Alabama A&M University

Description and Factor Analysis of a Broad Spectrum Battery for Assessing 'Progress Toward Reading Maturity'

Anthony Manzo, University of Missouri, Kansas City
Ule Casale, Northwest Missouri State University

Examining the Reading Research to Reading Practice Issue

Wayne Otto, University of Wisconsin-Madison
Sam Matthews, University of West Florida

Issues in the Use of Computers in School Reading Programs

George E. Mason, University of Georgia
Gilles Fortier, University of Georgia

Teacher Evaluation and Interpretation of Elementary Grade Pupils' Reading Interests: Analysis and Survey

Sylvia Carter, University of Georgia
Judy Long, North Georgia College
Hal Blythe, Southwest Texas State University

Results of a Three-Year Study of Teacher Change Through Inservice in Content Area Reading

Eunice N. Askov, Pennsylvania State University
Mary M. Dupuis, Pennsylvania State University

The Use of Qualitative Techniques in a Study of Mainstreaming Within the Context of Reading Instruction

Louise M. Tomlinson, University of Wisconsin-Madison

Qualitative Research and the Improvement of Instructional Practice in Reading

Gerald G. Duffy, Michigan State University

Reaction: Improving Comprehension Instruction in Elementary Classrooms

Rona Flippo, Georgia Department of Education

A Quantitative Researcher's Appraisal of Qualitative Research in Reading Education

Donald J. Richgels, Louisiana State University

The Advantages of Qualitative Research For Reading Instruction

Bernie Hayes, Utah State University

Mammas, Do Let Your Babies Grow Up to Be Ethnographers

Wayne Otto, University of Wisconsin-Madison

Campbell, Stanley, Mead and Me

Beth Ann Herrmann, University of Wisconsin-Madison

Discovery of Remedial Reading Teachers' Cultural Knowledge of Reading Instruction

Roger G. Eldridge, Jr., East Carolina University

Qualitative Techniques for Remedial Teachers: What is and What Ought to Be

Catherine M. McMillan, University of Wisconsin-Madison

Improving Comprehension Instruction in Elementary Classrooms

Ruth Justine Kurth, North Texas State University
Linda J. Stromberg, Carrollton-Farmers Branch ISD

Research Application of Schema Theory in a Twelfth-Grade Classroom

Robert Jennings, Fort Hays State University
George McNinch, West Georgia College
Steven Germes, Dodge City Kansas
Sharon Germes, Dodge City Kansas