Current reading research largely focuses on word reading. This study complements that focus by considering what children do when encountering unknown words and how that problem-solving changes over time. We used overlapping wave theory to describe how children who were having difficulty with reading changed their word-solving actions across nine…

This manuscript is an examination of a life well lived with the professional contributions of a leader who served across the fields of educational psychology, counseling, and literacy. Francis P. Robinson was a pioneer in the development of postsecondary literacy theory, research, and pedagogy. Although he is most widely known for what is perhaps…

Uses an ecologically valid environment to study where marginal gloss was employed as an adjunct comprehension aid in a college introductory education course. Finds that the gloss underpinned by phenomenological theory when combined with traditional gloss type is effective for long-term incidental learning and total test score. (RS)

Studies spelling bee finalists' early and current reading and spelling experiences. Finds that gifted spellers show an early interest in language arts activities, pass through developmental stages far earlier than normal children, and rely on visual memory strategies, word meanings, and saying/writing words to master orthography. (RS)

Relates the process of tutoring a gifted high school student. Asserts that his problems are not unique: bright students often have the same difficulty learning from expository text as average or below average students, and they can be as disorganized as everyone else. Suggests that high schools should offer instruction in content area reading.…

Explores task, person, and strategy variables as determinants of strategy use in college students, drawing upon study strategy, metacognition, and attribution research literatures. Finds that the college students reported using more than eight strategies per student on the average. (MG)

Investigates the use of the SQ3R (Survey, Question, Read, Recite, Review) study technique using nine secondary level students with specific learning disabilities. Finds that results of three experiments indicated that, even with direct teacher instruction throughout lessons, SQ3R did not produce a robust effect on literal comprehension. (MG)

Presents 26 annotations from the ERIC database on using study guides, advance organizers, and other concept development strategies. Offers journal articles and material appropriate for secondary grades and college students. (SR)

Indicates that (1) structurerd study methods may be more effective for aiding students' retention of content area materials, (2) students are more concerned with detail or factual information than "higher level" forms of information, and (3) instructors of college developmental students need to instruct their students in how to generate…

Presents a practical method of conducting conferences with developmental students in large college reading/study skills programs. Suggests that the method could also be used to monitor and document students' attitudinal changes and perceived progress throughout a term. (FL)

Describes a metacognitive study method, LETME, designed to help students manage the entire study process by facilitating the understanding, selection, organization, retention, and analysis of information from expository text. (DF)

Examines patterns in college students' text markings using texts from three content areas: history, political science, and sociology. Indicates little differential marking between various text-types. Concludes that students seem to have little idea how to mark text efficiently. (MG)

Investigates whether a computer-based word study method, emphasizing automaticity of response, would improve students' word recognition, spelling, and oral reading performance. Finds support for a verbal efficiency theory of reading, in which the key to developing reading efficiency is developing word recognition that is automatic. (RS)

Indicates that students who received organizational instruction wrote better summaries than did students who received traditional instruction. (FL)

A study conducted with 20 good and 20 poor first-grade readers suggested that the ability to induce grapheme-phoneme relationships was much more strongly related to reading ability than was receptive vocabulary. Good readers appeared to apply a principled solution to a word-learning task, while poor readers used an associative solution. (Author/GT)