Abstract: Designed for students of American English who want to improve their pronunciation and reduce their accents. Manual of American English Pronunciation presents an easy-to-follow, complete, and individualized guide. This package can be used with teacher guidance in ESL/EFL classes or as a self-study guide. Clifford H. Prator, Jr. and Betty Wallace Robinett, two world-famous linguists, have combined their considerable expertise and skill to design an Accent Inventory that comprehensively covers all aspects of American English Pronunciation. It is this Inventory that individualizes the text. The student begins this text by reading a diagnostic passage, and the teacher and student then diagnose the problem areas according to each student's result on the Accent Inventory. It is quite simple then to direct the student to those lessons in the Manual that address his or her particular problems. All pages of the Manual are perforated for easy access and further individualization. There is a second copy of the Accent Inventory after the final lesson that then measures the student's success.

Abstract: It is generally recognized that not only do linguistic abilities affect performance in mathematics but that mathematics itself is a specialized language. Monroe and Engelhart (1931) summarized some of the earlier research on the relationship of reading ability to problem solving. More recently, the writer (Aiken, 1971b) briefly reviewed research concerned with verbal factors in mathematics learning and teaching conducted during the past four decades. As one reader of that paper pointed out, however, a review of studies pertaining to the effects of all language factors would be more useful. This is the intention of the present paper. Although many of these studies involve only a few variables, are not clearly tied to other investigations, and frequently pose more questions than they answer, a number of implications and suggestions for further research are embedded in them.

Abstract: A review of research in the three areas of response to literature, reading interests, and the teaching of literature is presented. 'Each category of study is discussed in a-separate chapter, with a bibliography included at the end of the chapter. In evaluating each study, the authors focus on the question_wlih which it deals and its conceptual design more than on the statistical treatment used. The authors divide their comments and questions into ten areas and state that all Areas point to the complexity of the process of reading literature and the need to show the interworkings of the process. They also conclude that the processes of reading and literary response involve complex relationships among the reader, the literary work, and the situation of reading. Abstracts of some of the most significant studies dealing with the nature of the literary response and related to the teaching of literature are included in an appendix. (Author /DI) Num/ U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO OUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION °RIG INATING IT POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION DR POLICY Literature and the Reader: Research in Response to Literature, Reading Interests, and the Teaching of Literature Alan C. Purves Richard Beach FILMED FROM BEST AVAILABLE COPY University of Illinois at UrbanaChampaign 1 Final report to The National Endowment for the Humanities 413 Project Number H69-0-129 III September 1969 January 31. 1972

Abstract: THE BEST-KNOWN conceptualizations, or models, of comprehension in reading are described and discussed. Special attention is given to models or partial models of comprehension proposed by E. L. Thorndike, J. A. Holmes, and F. B. Davis because these have been tested experimentally. Thorndike and Davis found that knowledge of word meanings and reasoning with verbal concepts are of paramount importance in comprehension. In addition, Davis has reported three or four other skills that appear to have an appreciable core of unique nonchance variance as elements of comprehension. Holmes's substrata-factor theory of reading led its author to select many variables for predicting level of comprehension in reading that proved to be ineffective for the purpose. The statistical procedures used by Holmes have been questioned by a number of critics, especially by Carroll and Davis. While these procedures may be legitimately used for certain purposes, they do not permit the sort of identification of substrata factors in reading that Holmes envisaged.

Abstract: This important and influential study is the first to cover the whole field of rhetoric and discourse theory, bringing together and analyzing such varied approaches as Aristotelian rhetoric, modern logic, linguistics, and literary theory. James Kinneavy explores the many and varied purposes of language, and relates these purposes to four discourse types: reference, persuasive, literary, and expressive. Each type is discussed in terms of its inherent logic, its characteristic patterns of organization, and its stylistic features, with abundant examples in support of Dr. Kinneavy's analysis. Readers are invited to sharpen their own perceptions through numerous, carefully planned end-of-chapter exercises, and through further reading in sources listed in chapter bibliographies. A Theory of Discourse is essential reading for scholars of rhetorical and discourse theory, and for teachers of writing and other communications skills. It can also serve as the core text in a course on rhetoric or the teaching of college writing.

Abstract: This edition includes a translator's preface, note on the text, and suggestions for further reading.

Abstract: The relative amount of time people spend in workday activities was estimated by both an observational and questionnaire method. Results from professional, technical, administrative and clerical people in a communications research and development laboratory show that 50%–80% of the workday is spent in communicating, two-thirds of that in talking. People tend to underestimate time spent talking and overestimate time spent reading and writing. Telephone and equipment use is estimated correctly on the average. People in one-man offices and laboratories spend more time talking than people in multi-man offices, but this result is confounded with supervisory level.

Abstract: Roland Auguet examines the Roman taste for blood and considers what the games, that strange combination of Cruelty and Civilization, reveal about the Roman mentality. He shows how the great spectacles became a part of city life - they were awaited with impatience, everyone discussed them, some applauded the action in the arena, while others booed frantically. This book provides an exciting history of gladiators, chariot racing and other games as well as an investigation of their function and significance within society. It is essential reading for anyone who is interested in the Romans' violent form of entertainment.

Abstract: HP HIS study was undertaken on A the assumption that sex role behavior is culturally determined and is produced by social learning. This learning takes place through many channels and includes both sex role expectations and ex amples for identification. Children thus come to have a sense of self identity which is pervaded by the behavior, appearance, activities, personality characteristics, and achievement goals considered so cially appropriate to their own sex. It is further assumed that school is a social experience and a vehicle for the transmission of social val ues and attitudes, textbooks being one agent of this transmission. Other reading research has been based on this rationale Blom and others (1968), in "Content of First Grade Reading Books," say that "cultural attitudes and values are conveyed through the content of stories." The authors of reading series, too, recognize the influence of story content on social learning. In the introduction to one basal reading series (Robinson and others, 1962) are the statements: "At the most formative period of children's lives, it would be unfor tunate if the power of books to mold character were overlooked or ignored in the reading lesson" and ". . . built into each story is some aspect of social relationship that children can make their own and apply to their behavior," indi cating that a conscious effort is made to manipulate this learning. It therefore seems reasonable to

Abstract: A solution to get the problem off, have you found it? Really? What kind of solution do you resolve the problem? From what sources? Well, there are so many questions that we utter every day. No matter how you will get the solution, it will mean better. You can take the reference from some books. And the diagnostic and remedial reading for classroom and clinic is one book that we really recommend you to read, to get more solutions in solving this problem.

Abstract: A survey of the reading habits of a national sample of 5,067 adults was conducted in order to determine what is being read, by whom, for how long, for what reason, and how reading fits into people's daily activities. The results indicate that reading is a ubiquitous activity of American adults. A substantial portion of the waking hours of many persons is spent in reading, frequently during daily activities such as working; shopping; attending school, church, or theater; traveling or commuting; and recreational or free-time activities. Most reading time is spent on newspapers, magazines, books, and job-related matter. Many types of reading on which a relatively short time is spent, however, are an integral part of other activities of the individual, such as the reading of street or traffic signs while traveling. Although the average person reads for almost two hours on a typical day, people differ greatly in the amount that they read. Persons with high socioeconomic status tend to read more of all kinds of printed matter than those with low status. The 5% of all adults who are unable to read, including the visually handicapped, the foreign language readers, and the illiterates (those who never learned to read in any language), have an extremely low socioeconomic status and frequently depend on others to read to them.

Abstract: READING IS A cognitive process involving most of the brain functions: sensory, motor, language, attention, expectancy, coding, categorization, comprehension, selection, and the various kinds of memory. The process is discussed in terms of models, begining with the acquisition of meaning, language and reading skill by the child, and then examining skilled reading. Special emphasis is laid on visual memory, and on the three processes of matching, coding, and modeling. Feedback from long-term memory is an essential part of each process. The written word is first matched to a stored visual pattern, then coded into speech motor programs, and finally comprehended by comparison with mental models.

Abstract: PRESENTS THE FINDINGS of a comparison of the reading progress, through third grade, of pupils identified as having high visualhigh auditory, high visual-low auditory, low visual-high auditory, and low visual-low auditory abilities when they entered first grade. Subjects were identified among 232 in 12 classrooms from two school systems using a sight approach to reading and 216 in 10 classrooms from two school systems using the HayWingo approach. Subjects with both visual and auditory modalities high scored highest on tests of reading at the end of first and third grades; those with both modalities low scored lowest; those with one strong and one weak modality scored between the two extremes. Neither method for teaching reading surpassed the other among pupils with strong or weak modalities. Regardless of method, auditory discrimination made a significant contribution to all reading while visual perception did not.

Abstract: (1972). Underlining versus Repetitive Reading. The Journal of Educational Research: Vol. 65, No. 7, pp. 321-323.

Abstract: Comparisons were made between reading programs that involved superimposition of correlated pictoral and printed stimuli, fading of the pictoral stimuli, and overt observing (touching) responses. Nursey school children aged 4 to 5.8 yr learned and retained oral reading behavior better when fading was used; observing responses had no effect.

Abstract: THE QUALITY OF READING COMPREHENSION test items may be determined, in part, by computing an index that indicates the extent to which correct answers to such items can be identified in the absence of the reading passages to which they refer. Data obtained in this study indicate that such an index can be determined with an adequate degree of reliability. The data also are used to illustrate how the strengths and weaknesses of particular items may be determined. Procedures that have been used to varying degrees in the past for producing reading comprehension items of high quality are discussed.

Abstract: Personality (16 PF), Motivation (MAT) and Ability (CFIQ) tests were given to 169 6th grade and 142 7th grade children. Approximately 3 mo. later the same children were given standardized achievement tests (ETS) in the areas of mathematics, science, social studies, and reading and their performance on these subjects was predicted from the personality, motivation and ability measures. It was concluded that personality, motivation and ability variables each contributed independently and significantly to the prediction of school achievement but that the pattern of relevant predictors varied with the achievement area.

Abstract: "1VTY FRIEND Ernest would be * "* my copilot. Linda could be the stewardess." "In the house there was a shop where the little old man made shoes. The little old woman helped him." 'Ted likes to hike. Jill sits with Nan. Bill rides a bike. What can Ben hit?"1 In these excerpts from ele mentary readers, the female is portrayed as being in a typical oc cupation, subordinate to a male, and in a relatively passive state. That these quotations are all from the newest editions of school read ers is indicative of the conclusion of this study: school readers have not kept pace with a changing so ciety. The role of woman, as drawn in elementary readers, has changed very little over the past decade. To examine the question of whether school readers reflect a changing female role, 554 stories in elementary reading books were studied. The series used were Scott, Foresman and Co., 1962-63 and 1971 editions, and Ginn and Co., 1961 and 1969 editions. (In future references, the 1961-63 readers are referred to as "old" editions; the 1969 and 1971 ones as "new" editions. Scott, Foresman is abbreviated as SF.) The study shows that boys dominate the story texts and pictures in the new editions as well as the old (see Figures 1 and 2). The boys out number the girls as major charac ters in stories (old 71.1 percent; new 75 percent) and in illustra