Describes how to construct behavioral objectives based upon psycholinguistic reading processes. (MKM)

Inaugurates this column's topic for the year: document strategy procedures and ways to teach them. Argues that knowledge of document structures allows for better knowledge of the cognitive steps and metacognitive strategies in document processing. (SR)

Questions three assumptions about the diagnosis and correction of reading problems. (MKM)

High school students who read a short passage with a meaningful context recalled more of the passage than those who read it without a context. A think-aloud procedure revealed differences in processing during reading between the two groups. (MKM)

Suggests things teachers can tell their students about what may account for successful underlining experiences. (HOD)

Recognizing that top-level structure helps students find main ideas and recall important facts, this research review recommends teaching top-level structure from middle school through college. (HOD)

Determined the strategies adults used as they read. Results revealed two stages of reading development: (1) a reliance equally on print and language based strategies with no integration of the two, and (2) increased ability to use language knowledge to integrate and predict as they read. (SRT)

Examines some recent ERIC materials on comprehension processes and on how teachers can improve students' awareness of comprehension or metacomprehension. (HOD)

Describes how a teacher can model the inference process to help students learn to make inferences. (HOD)

Presents six diagrams that describe what happens when a text is read. (HOD)

Presents contrasting evidence on the rate of letter identification. (AEA)

Enumerates results of a study which asked graduate students and doctoral candidates to read in diverse content areas and to select main idea statements for text. Concludes that readers often made initial hypotheses about the main idea and used the main idea construction processes of listing, draft and revise, and topic/comment after the text had…

Describes a method to improve student comprehension of content area materials that involves three distinct readings, each followed by a progressively more detailed graphic overview of the content. (HTH)

A study conducted in Northern Ireland discovered differences in cognitive processing between average adult readers and adult literacy students. (MKM)

Analyzes the research on how readers use text patterns to understand writing and identifies five text patterns found in both school texts and work texts. (HOD)