Describes the use of a modified maze approach to teach why some words are more appropriate than others in a poem. (MKM)

Warns that college reading instructors must be aware that standardized tests do not measure the types of skills taught in reading classes. Argues that reading instructors need to develop an awareness of what the scores on standardized reading tests do and do not tell them. (RAE)

Discusses the weaknesses of the reading guide and describes another method to use in teaching students to understand and appreciate poetry. (JM)

Even when the readability levels of content passages are equal, cloze shows some content areas make easier reading. (RB)

Advocates using the cloze procedure and varying the criteria of success, according to the group, in order to determine the readability of instructional materials. (MKM)

Suggests using the cloze procedure as a means of quickly, efficiently, and accurately matching students with appropriate reading materials. (TO)

Reviews research and informal experimentation on the use of the cloze procedure as an instructional tool to teach use of context. (MKM)

Explains various types of context clues to aid students in understanding vocabulary in texts. (MKM)

Investigates the effect of cooperative completion of a cloze passage with subjects who are relatively sophisticated in both language use and group interaction strategies. Finds that groups produced more responses than individuals; gave fewer idiosyncratic or illogical responses; attended to larger chunks of text; and used every available clue. (RS)

Results of two studies in Australia indicate that matching cloze exercises adequately measure reading comprehension skills of secondary ESL students. (MKM)

Describes six advantageous uses of the cloze stencil in the classroom. (HOD)

Examines the various forms of cloze used to test reading comprehension and reviews norms for validity for structuring tests. Offers a set of comparisons of cloze with ordinary reading situations that reveal their similarities and differences. (HTH)