Presents a model of generative reading comprehension stating that learning to read with comprehension involves acquiring and using some of the same generative skills needed to learn to write. (JL)

Research in reading comprehension was reviewed in order to characterize, summarize, and evaluate its contribution to principles of instructional practice. Studies were divided into four major research traditions: existential descriptions, existential proofs, pedagogical experiments, and program evaluations. An examination of these four frameworks…

Some ideas about how available pieces of reading theory, research, and instruction fit together. (Author)

Four papers on reading in a second language are reviewed and discussed. They include a study of assessment and the difficulties inherent in the measurement of a construct as complex as reading comprehension. The other three deal with variables facilitating comprehension in reading. One supports an interactive model of reading rather than a…

This book presents Concept-Oriented Reading Instruction (CORI), a research-supported framework for integrating curriculum with instruction and fostering long-term engagement in reading. According to the book, CORI is a practical model that helps K-6 teachers plan integrated units of instruction based on their own interests and strengths as well as…

A variety of reading process models have been proposed and evaluated in reading research. Traditional approaches to model evaluation specify the workings of a system in a simplified fashion to enable organized, systematic study of the system's components. Following are several statistical methods of model evaluation: (1) empirical research on…

A series of experiments were conducted to determine what information readers use when they read to understand a story. The experiments examined both skilled adult readers and children beginning to read. Oral reading was used both because elementary school teachers frequently ask children to read aloud and because oral reading provides an…

To provide the most effective instruction, materials, and support for beginning readers, teachers need to know if young children are more likely to process from print to meaning-- bottom-up or text-driven processing--or to interpret print to follow meaning--top-down or concept-driven processing. While some studies reveal a correlation between…

Intended for elementary and secondary school teachers, supervisors, curriculum specialists, and researchers, this report presents the proceedings of an institute on the Learning from Text Project sponsored by the University of California and the California State University systems. After an introduction by institute chairperson Deborah Hancock,…

Intended for reading educators and researchers, this handbook characterizes the current state of methodology and the cumulative research-based knowledge of reading. The book's three sections cover methodological issues, basic reading processes, and instructional practices. The 25 chapters discuss the following topics: (1) reading research history,…

Intended for teachers, students, and researchers of reading, this book reflects the theories, models, and research generated over the past 10 years on the psychology and pedagogy of reading. Essays in the first section of the book deal with the historical changes in reading research and theory, and the pioneers of reading research. Essays in the…

A study examined whether writing modeled from children's picture books would improve reading comprehension of fourth and fifth graders as much as traditional skills instruction. Subjects, 69 children reading at least one year below grade level from six Chapter 1 Colorado schools, were pretested for reading comprehension levels. Subjects were then…

Intended for elementary school teachers of reading and composition, this book assembles several articles on the reading/writing relationship that have appeared in 1982 and 1983 issues of the journal "Language Arts." The three sections of the book define the relationship between composing and comprehending, explore relevant research, and…