The last two topical reviews focused on individual differences in the cognitive processes related to reading. The topic of this month's review is again reading, but the focus is on educational technology rather than individual differences. Dr. Moyer's paper makes at least two important contributions to the literature on remedial reading techniques. First, it provides a thorough discussion and review of the empirical evidence related to the use of a relatively new remedial technique, multiple oral rereading. Second, it establishes a theoretical context for the potential effectiveness of this technique with problem readers. This latter contribution seems vital because of its potential to add to our understanding of both the reading process itself and the difficulties learning disabled children experience in learning to read.—JKT
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