Concludes that not all functions of oral language develop to the same extent in readers and nonreaders and that this is not related solely to IQ. (FL)

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)

Compares the performance of good and poor readers on information processing tasks. (FL)

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)

Reports the findings of a longitudinal study of the impact of literacy on the occupations and schooling of students who were judged to be low reading readiness in first grade. (FL)

Reports on a survey of third grade children concerning their criteria for good reading. (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)

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 chunking might improve the reading comprehension of good as well as poor readers. (FL)

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

First, second, and third grade students were asked to draw inferences after reading stories written by themselves, by peers, and by adults. The 70 subjects were divided into groups of slow-inaccurate, slow-accurate, and fast-accurate readers. After reading each type of story, they responded to six questions requiring text-based inferences.…

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)

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)