Concludes that the letter close procedure is an effective instructional tool for most elementary children and becomes increasingly effective with each successive grade level. (Author)

Suggests using the cloze procedure as a means of helping poor readers develop critical reading skills. (RB)

Contends that the cloze procedure is an effective technique for use in teaching specific reading skills as well as a test of rate and comprehension. (FL)

Describes ways in which the cloze procedure is used for instruction rather than for testing. (MKM)

Research indicates that a special version of the cloze procedure is a reliable test of reading comprehension. (RB)

Argues that teachers of beginning reading can incorporate the cloze procedure into ongoing reading programs, and shows how this can be done. (RB)

Describes four teaching techniques which help poor readers experience decoding automatically. (MKM)

Describes four activities--oral cloze, "zip,""maze," and synonym cloze--which have been successful in introducing primary students to the prediction procedures so critical to comprehension development. (JM)

When cloze and maze scores are compared with teacher judgment in establishing the independent, instructional, and fustration levels of students, both techniques tend to overestimate a child's ability. (HOD)

Describes an activity, based on cloze procedure techniques, that can increase children's language abilities while improving their knowledge of vocabulary and music. (FL)

Suggests that the language experience approach combined with the cloze procedure is a useful technique in working with reading disabled students. (RB)

Presents the background, design, research, and possible uses for the Cloze Story Map, which combines the elements of cloze with a story-mapping strategy to represent the structure and semantic content of both narrative and expository text. (FL)

Shows that synonymic scoring of cloze tests is highly variable--that the score seems to appear simply on who grades the test. (FL)