IN THE period since the end of World War II research in reading has been resumed with much of its former intensity. The decrease in the number of research studies noted in the April 1946 issue of the REVIEW (p. 102) no longer is evident since many doctoral studies and large-scale researches are reappearing. The three-year period of 1945-1948 brought out new textbooks and revisions of textbooks on the teaching of reading, most of which reflected research results. Among the new textbooks were those of Betts (7), Dolch (18), Gates (23), Harris (31), and McKee (48), which dealt mainly with elementary-school reading instruction. Secondaryschool reading instruction was the primary concern of the Forty-Seventh Yearbook, Part II, of the National Society for the Study of Education (56), as were the textbooks by Blair (8), and McCullough, Strang, and Traxler (46). Noteworthy contributions to the psychology of reading and reading disabilities were found in books by Carmichael and Dearborn (13), and Robinson (62). Research in reading continued to be served by the excellent annual summaries of Gray (28, 29). Traxler and Townsend (79) presented a new bibliography of research covering the five-year period prior to 1946. Many suggestions for research in reading were presented by Gates (22) in the January 1947 issue of the REVIEW. Since 1940 the suspension of publication of the Bibliographies of Research Studies in Education (81) has been a serious handicap to the location of unpublished research studies. Unpublished studies constitute the largest research effort in university centers but the lack of publication of such studies does not mean lack of significance. Thru the cooperation of the U. S. Office of Education the chairman of this number of the REVIEW was able to compile a comprehensive list of master's and doctor's studies in the language arts fields since 1940. It is to be regretted that in spite of its great value as a list of unpublished sources this bibliography lacked the analytical and summarizing elements which would justify its inclusion in this number of the REVIEW. This bibliography, which contains 787 titles from 129 institutions, is nevertheless so important that it should be published and made available to research students in the language arts areas. The published research of the past three years may be classified in the following manner: (a) evaluation of intensive reading programs; (b) special technics in reading; (c) status studies; (d) reading disabilities; (e) textbook analyses; (f) vocabulary studies; (g) measurement of reading ability; (h) reading interests and habits; and (i) visual and related factors in reading. The last of these classifications is treated in Chapter II.