Investigates how nonproficient college readers monitor their comprehension of difficult expository text. Describes reading behavior as follows: as a global description of word-related, sentence-related, and discourse-related strategies used by nonproficient readers; and as a process description of how readers monitor their comprehension when…

Compares reading-disabled students' instructional levels yielded by the Ekwall Reading Inventory and the Metropolitan Achievement Test. Finds that both instruments provide instructional-level designations to help place students in appropriate materials but little correspondence between the instructional levels of the two measures. Suggests that…

Examines the effectiveness of two computer programs designed to increase phonological awareness in young children. Finds that children who received computer-administered phonological awareness instruction and children who received teacher-delivered phonological awareness instruction showed a significant increase in phonological processing over…

In this study, we assessed and analyzed 5th grade students' levels of syntactic awareness in relation to their reading fluency and comprehension. The aim was to examine the role of syntactic awareness (children's awareness of the syntactic structure of sentences and their ability to reflect on and manipulate that structure) as a potential source…

Evaluates the utility of the Bannatyne recategorization of WISC-R subtest scores for diagnosing and prescribing instruction for reading/learning disabled children. Concludes that the use of such scores is not warranted. (FL)

Focuses on the reading status of a student ("at risk" for reading failure) in an ethnographic case study. Examines data collected over three months using a constant comparison method of analysis resulting in a narrative description of the classroom context. Shows reading-related, student, and teacher factors interacted to shape and…

Examined children's reading difficulties from the perspectives of the children, their parents, and their teachers. Finds that children, parents, and teachers may not define problems with literacy learning in the same ways and that these differences could influence remedial efforts at home and at school. (RS)

Examines factors influencing the reading engagement of 24 struggling, resistant readers in grade 3 through 5 who were tutored by university graduate and undergraduate students. Notes that all students made great strides in reading achievement and in voluntary reading motivation. Finds the most salient factor in increasing reading motivation was…

Examines the effect of using a literature webbing strategy lesson and predictable books with 22 below-average first grade readers. Finds that the literature webbing strategy lesson was significantly more helpful in improving below-average readers' comprehension as measured by miscues in oral reading and answers to comprehension questions than was…

Revisions a set of data from a longitudinal study of children who were prenatally exposed to crack/cocaine. Shows that the foster mother most often positioned herself as a leader or expert, the child positioned himself as a successful student, and the researcher was positioned by these two as a recipient of information. (RS)

Reviews investigations related to word learning of learning disabled students. Finds that direct word study leads to reading improvement for learning disabled pupils, but that indirect instruction also provides assistance. Finds also that word knowledge instruction not only promotes word learning, but can heighten learning disabled students'…

Shows that "Slicing the task"--reducing the amount of print a student has to read at a given time by inserting questions into the text--may be effective with good readers but not for poor readers. (FL)

Finds that children at-risk for reading disability who received a median of 58 one-to-one tutoring sessions during first grade showed superior word recognition in isolation and in context, superior reading speed, and improved comprehension compared to well-matched controls at completion of tutoring, at the end of first grade, and at third grade.…

Investigates the use of closed captioned television to improve the sight vocabulary of adults receiving literacy instruction. Finds that students' sight vocabulary increased significantly and that student attitudes to closed captioned television were extremely positive. (RS)

Presents results of a nationwide survey to determine measures being used to diagnose reading difficulties and place students in learning disability or Chapter 1 classes. Finds that calls for change in assessment and placement practices have largely been ignored and implications suggest a need for reform. (MG)