George McNinch, Editor
Gerard F. Lentini, Assistant Editors
Mary B. Creamer, Assistant Editors

A Rationale for Teaching With Limited English Proficiency

Miles Vintz, University of New Mexico

Preliminary Development of a Screening Instrument for Learning Disabilities in Foriegn Language Classes

Thomas Cloer, Jr., Furman University

Reaction: Preliminary Development of a Screening Instrument for Learning Disabilities in Foriegn Language Classes

Joan B. Elliott

Using Word Processing in Composition Instruction

Ruth J. Kurth, North Texas State University
Linda J. Stromberg, Carrollton-Farmers Branch Public Schools

Equal Educational Opportunities for All: Beyond Compensatory Education

Wayne Otto, University of Wisconsin-Madison

Equality of Educational Opportunity and Core Curriculum

Kay Camperell, University of Southern Mississippi

Don't Blame it on Reading: An Analysis of Factors Contributing to the Failure of Secondary Schooling

John K. Sherk, University of Missouri-Kansas City

What Do Young Children Understand About the Sructure of Written Composition?

Patricia Duncan, Virginia Commonwealth University

Research on Computers in Reading

George E. Mason, University of Georgia

Thinking Level and Reading Comprehension

William F. White, Lamar University and the John Gray Institute

Imagery Level of Text: Tentative Observations

Paul Terwilliger, University of Tennessee
Brenda Kolker, University of Tennessee

The Effects of Thematic Organizers on Comprehension and Transfer Learning

Marino C. Alvarez, Tennessee State University
Victoria J. Risko, Peabody College of Vanderbilt University

Reaction: The Effects of Thematic Organizers on Comprehension and Transfer Learning

David Gustafson, University of Wisconsin-LaCrosse

Meet "Stephen", a Computerized Diagnostic Case Study

Beth Ann Herrman, University of South Carolina
Annete Weinshank, Michigan State University
Ruth Polin, Michigan State University

Comprehension and Language Tools

O. Paul Wielan, St. John's University

A National Survey on the Use of Basal Readers

Patricia K. Smith, West Virginia University
Martin Saltz, West Virginia University

Structuring an Environment for Increased Comprehension, Communication and Computer Literacy- From a State, College System and School Representative

Glenda Lofton, Louisiana State Department of Education

Variations in Visual and Auditory Memory Found in a Group of Illiterates

Mary Harshbarger, Ball State University

The Early Reader Goes to School: Delight or Dilemma

Wayne Brazell, Lamar University
Mark Cooper, Lamar University

Changes in Preservice Teachers' Conceptions of the Reading Process: A Focus on Comprehension

Linda B. Amspaugh, University of Cincinnati
Barbara S. DeSalvo, University of Cincinnati
Chester Laine, University of Cincinnati

Use of College Developmental Reading Program as a Practicum Site for Prospective Secondary English Teachers

Deborah A. Rosecrans, University of Cincinnati

Computer Adventure Games and the Development of Information Processing Skills

Bernard L. Hayes, Utah State University
David F. Lancy, Utah State University
Barbara Evans, Arizona State University

Influence of Three Concurrent Remedial Practices, One Computer Assisted, Upon Comprehension, Verbal Reasoning, Distractability and Self-Monitoring

Anthony V. Manzo, University of Missouri-Kansas City

Parents' Identification of Childrens' Life in Crisis: Stress as a Factor in Reading Difficulties

Lance M. Gentile, University of North Carolina-Asheville
Merna M. McMillan, Santa Barbara County Mental Health Unit
Claudia Swain, Dallas Independent School District

A National Assessment of Undergraduate Secondary Content Area Reading Courses: Components and Characteristics

Betsy Hobbs, West Virginia University
Marilyn M. Fairbanks, West Virginia University

Reaction: A National Assessment of Undergraduate Secondary Content Area Reading Courses: Components and Characteristics

Rona F. Flippo, University of Wisconsin-Parkside

Comprehending Metaphor: From Textbooks to Trade Books

Mary M. Brittain, Virginia Commonwealth University

Survey and Analysis of Attitudes Toward Use of the Computer

Judith L. Long, North Georgia College
Sidney E. Benton, North Georgia College

Book Sharing and Parental Reading Attitude: Communicative Between Parents and Children

G. Michael Miller, Sam Houston State University

Do Teachers Teach as They are Taught to Teach?

Catherine M. McMillan, University of Wisconsin-Madison

Two Models fo Developmental Reading Instruction -Fused or Paired

Anne L. Mallery, Millersville University
Terry L. Bullock, University of Cincinnati

The RCMP A Reading Comprehension Mediation Processes Test: Construction and Validity

Richard H. Bloomer, University of Conneticut

The Development of a Scale for Assessing the Attitude of Preservice Elementary Education Majors Toward Reading

Joan B. Elliott, Indiana University of Pennsylvania

Computer and Video Game Use and Reading Achievement of High School Students

Richard Telfer, Fort Hays State University

Communicating in the Classroom: What Makes a Discussion Happen?

Donna E. Alvermann, University of Georgia
David G. O'Brien, Purdue University
Deborah R. Dillon, University of Georgia
Lynn C. Smith, Southern Illinois University

The Use of Cognitive Self-Instruction as an Intervention for Metacognitive Failure

Sarah D. Weidler, Pennsylvania State College

Reaction: The Use of Cognitive Self-Instruction as an Intervention for Metacognitive Failure

Eunice N. Askov, Pennsylvania State University

A Qualitive Investigation of Mainstreaming Within the Context of Reading Istruction

Louise M. Tomlinson, University of Georgia

Perceptions of Reading Competencies in Content Areas Held by Educators in European and American Schools

Donavan Lumpkin, Ball State University

Microcomputers for Elementary Teachers

Peggy Ransom, Ball State University

Differentiating Reading Practice: A Methodological Comparison of Microcomputers and Student Selected Reading

John P. Helfeldt, West Virginia University
William A. Henk, Pennsylvania State University

Schema Theory, Reader/Text Interaction, Analysis and Metacognition: Overview and Educational Implications

Rhonda Holt Atkinson
Debbie Guice Longman
Tim Parrish

Critical Reading Can It Be Improved Through the Use of Metacognitive Strategies?

Jackie Parson, Louisiana State University

Reaction: Critical Reading Ability - Can It Be Improved Through the Use of Metacognitive Strategies?

David J. Gustafson, University of Wisconsin-LaCrosse

Research in Student Teaching: Transfer From the Ivory Tower to the Classroom

Terry Lovelace, University of Southwestern Lousiana
Charles Martin, Jr., Southeastern Lousiana University
Martha Collins, Lousiana State University
Bonnie Crammond, Southeastern Lousiana University
Joann Dauzat, Grambling State University
Sam Dauzat, Lousiana Tech University
Roger Desanti, University of New Orleans
Sutton Flynt, University of Kansas-Pittsburg

The Junior Great Books Program: Can Impact Be Measured?

Nancy Boraks, Virginia Commonwealth University

Punctuation and Intonation: The Effects on Young Readers' comprehension and Perception of Text

Rona F. Flippo, University of Wisconsin-Parkside