Concludes that poor comprehenders may lack the awareness and the ability to use strategies that involve higher order, more complex thinking skills. Offers suggestions for teaching students to become aware of and engage in thinking skills. (FL)

Concludes that second graders' self-reports of comprehension and liking were highly related to the performance measure of error detection for good readers but not for poor ones. (FL)

Reviews training experiments where the strategies trained had a significant effect on poor readers' comprehension of text. Describes the training procedures that enhanced poor readers' comprehension of text and offers instructional implications for each. (FL)

Concludes that good comprehenders are far more likely to use lookbacks (rereadings) than are poor comprehenders and that training improves performance of both groups. (FL)

Reports on a study that focused on the retrieval strategies and effort allocation at the time of retrieval and adult subjects' corresponding satisfaction with task performance in the presence or absence of a specified criterion. (HOD)

Indicates that including philosophical skills in the reading program of fifth-grade students led to improved reading comprehension achievement for both above and below average readers. (FL)

Good and poor comprehenders from grades four, six, and eight were directed to process one of two narratives in which major informational inconsistencies were noted. Younger readers and poorer comprehenders required more attentional assistance to note the inconsistencies. (FL)

Finds some evidence that out-of-level tests are more suitable and reliable for poor readers than are on-level tests. (FL)

Reports on three experiments designed to investigate K. Goodman's finding that children read words better in context than in isolation. Concludes that Goodman was wrong about the effects of context on word recognition, and that what seems to separate good from poor readers is the ability to decode words independently of context. (FL)

Finds no significant differences for immediate learning for students presented material orally and those presented the same material in written form. Shows, however, that students in the oral presentation mode performed significantly better than those in the reading mode on measures of delayed learning. (FL)

Describes a technique that used ambiguously drawn pictures of scenes depicting various aspects of the reading process to elicit imaginative reactions by fifth-grade boys. Results suggest that the high achieving readers had significantly more positive attitudes toward reading than did low achieving readers. (FL)

Reports on a study in which high and low ability elementary school students pronounced synthetic words exemplifying certain phoneme grapheme correspondences. Compares these pronunciations to principle pronunciations indicated from type counts of letters and clusters appearing in a selected word corpus. Concludes that the technique led to greater…

Reports on two studies that examined differences in the processing strategies of beginning readers, as indicated by an analysis of oral reading errors. (FL)