Defines the issues involved and surveys the major literature concerning the relationship between listening and reading comprehension. (Author/JT)

Examines eight years of reading test scores of entering college freshmen and analyzes the data, taking into consideration relevant contributing factors and testing trends. (HOD)

Describes a study conducted by Ron Carver that compared the reading rate and comprehension of speed readers with superior readers. (HOD)

Reviews the research on reading achievement for the last 50 years and concludes that anyone who knows that literacy is declining is ignoring the data. (RB)

Examines the various forms of cloze used to test reading comprehension and reviews norms for validity for structuring tests. Offers a set of comparisons of cloze with ordinary reading situations that reveal their similarities and differences. (HTH)

Examines the differences between divided and alternating patterns of comparison-contrast text structures and reports on the effects these patterns exert on the performance of college developmental readers. Concludes that the type of comparison-contrast structure does not significantly effect comprehension and that, overall, developmental readers…

Reports on a study that found an alternative cloze test format both valid and practical when compared to the conventional cloze format. (HOD)

Reports on a study that examined differences in the comprehension scores achieved by seventh and eighth grade students on Form 1 and Form 3 of the Gates-MacGinitie, Level E. (HOD)

Compares the effectiveness of a traditional vocabulary instruction unit with an alternative unit which applied the concepts of procedural and conditional knowledge to secondary students' word learning. Discusses key characteristics that made the alternative unit successful. (SR)

Reports that reading performance on a standardized test is better when the text is displayed in print, rather than on a computer display screen. (HOD)

Compares Charles Peters's Content Processing Model with another content area reading model and argues that critics have overlooked a substantial flexibility within the models. (HOD)

Describes four basic features that distinguish narrative from expository discourse and suggests that teachers who recognize those differences can guide their students to use reading strategies appropriate to particular text structures. (HOD)

Examines data from the 1979-80 National Assessment of Reading that reveals that television as external stimulation is beneficial to some groups of students yet detrimental to others. (HOD)

In a six-week study involving seventh- to ninth-grade students in a summer corrective reading program, neither the holistic nor the subskill treatment had a significant advantage in improving student reading comprehension or attitude toward reading. (JT)

Reports on a study that compared the use of the cloze procedure with an oral reading test to assess students' reading abilities, concluding that teachers could use cloze to place students in content area textbooks.(HOD)