Concludes that remedial reading students have a positive view of their ability to read and enjoy participating in the remedial program and that their classroom peers have no negative attitudes toward the remedial readers or program. (FL)

Concludes that not only does context facilitate the ascertainment of word meaning, but that it does so for poor readers and good ones alike. (FL)

Concludes that training in a natural instructional setting can improve poor readers' ability to use top-level structure in signaled and nonsignaled passages. (FL)

Replicates a 1977 study and reaches similar conclusions: specifically, that schematic interpretations have a high relationship to prior knowledge. (FL)

Concludes that a grapho-syntactic organization that divided sentences into meaningful units and random units was comprehended significantly better by both good and poor comprehenders than was the regular paragraph format found in basal readers. (FL)

Concludes that students involved in a peer-interaction model and an individual teacher-student conference model of recreational reading instruction obtained higher scores on a reading attitude measure than students in a sustained silent reading and a control model. Students involved in the peer-interaction model received significantly higher…