Indicates that segmenting sentences into meaningful units improves reading comprehension through simplifying the syntax of complex sentences and cueing the reader as to the relationship among intrasentence phrases. (AEA)

Concludes that when presented stories, some of which were inconsistent because of missing pages, less skilled readers were poorer at reporting a missing page, placing it correctly, and fixing the story than were skilled readers. Stories are appended. (FL)

Nine- and ten-year old good and poor readers read a target sentence, either a word or a pseudohomophone, preceded by incongruous, congruous, or no-sentence context for the pseudohomophones. Results were consistent with the interactive-compensatory model of reading proposed by Stanovich. (FL)

Suggests that some young readers are aware of text structure and that this awareness is correlated with recall of important textual information. (AEA)

Reports that good comprehender performance was superior to poor comprehender performance on general lookback use, on differentiation between text-based and reader-based questions, and on text sampling. (AEA)

Reviews the literature on the nature of processes within reading groups of different ability levels and the effects of these processes on children's reading development. Presents a perspective on instructional-social contexts for reading instruction. (AEA)

Revised two stories from basal readers to improve their coherence without altering their plots. Revisions increased the difficulty of the passages as indexed by readability formulas but enhanced comprehension of both skilled and less skilled readers. (FL)

Concludes that previewing a reading selection improved the comprehension, recall, and reading attitudes of junior high school students who were poor readers. (FL)

Concludes that carefully delineated instruction in summarization skills positively influenced students' use of summarization rules and the quality of their summarization products. (FL)

Reports on a study that investigated the span of letter recognition (the region of text from which letter information is used during a fixation) for good and poor fifth-grade readers during a reading task. (HOD)