Background: In the digital environment, users' academic reading behaviour has changed, working with many articles simultaneously to search, filter, scan, link, annotate and analyse content fragments. The semantic enhancement environment has been widely set with semantic technologies to offer additional and handy support for users and thus…

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the…

This study examined the effects of assisted-repeated reading on four first-grade students whose reading ability varied (a special education student, a non-classified poor reader, an English Language Learner (ELL) student, and a general education student) to determine if an assisted-repeated reading intervention is differentially effective for…

Claims that the way people symbolize their experiences in speaking, listening, and writing can help them to understand literature and, ultimately, their personal life experiences. Claims that making meaning is fundamental to all language learning and that reading literature is analogous to other language learning experiences. (JD)

A reader's background knowledge (schemata) and purpose for reading have an overriding influence upon the reader's development of meaning. Reading comprehension also involves activating, focusing, maintaining, and refining ideas toward developing interpretations that are plausible, cohesive, and complete. Recent examinations of instructional…

Reviews work in the connection between imagery and reading that has taken place recently in order to discover productive classroom practices aid reading comprehension. (FL)

Arguing that teachers need to provide direct instruction if they expect children to learn to apply semantic or syntactic clues as they are reading, this paper presents a variety of activities for teaching children to use context clues. Among the more than 35 activities described are: gathering clues from pictures, using a language experience…

A study was conducted to determine the effectiveness of self-directed questioning on comprehension. The self-directed questioning strategy involved making predictions, defining evidence that generates the predictions, evaluating subsequent clues, and reformulating predictions when necessary or devising new ones when previous ones are confirmed.…

The procedures described in this report are designed to help students both develop and apply effective behaviors for understanding expository text by means of gloss--a technique that involves the use of marginal notes and other intratext notations to direct readers' attention to places in the text where the application of specific skills and…

The effects of high intensity tutorial/enrichment treatments involving language arts process development were the major research concerns of a two-summer project designed to provide preservice and inservice teacher education students with training in the development of language arts processes and in planning for instruction corresponding to a…

A procedure called the Group Mapping Activity has been used to provide for dynamic interaction of students through discussion after reading and to gauge the extent of readers' interactions with text. In using the procedure, however, it was discovered that some students regularly shifted the protagonists in their mapping. A study was undertaken to…

The word-identification approach has long been the basis for teaching reading in both native and second languages. Recent work has a new approach, particularly that of Frank Smith, who developed a feature analysis model of reading. As we can identify letters in different configurations or before all the strokes are completed, so can we identify…

Focuses on the underlying elements in the reading comprehension process that better distinguish its developmental phases. Offers suggestions for the acquisition of strategies pertaining to textual organization that, together with proposed activities for comprehension, contribute to the formation and consolidation of reading habits. Includes…

Analyzes the task performance of two groups of readers--those who made gains and those who did not make gains in a remedial reading situation in order to determine their use of word identification cues. Shows that the gain group was more analytical of the test words and tended to use more units of varying size. (HOD)

To discover the strategies good and poor readers employ at grades two, three, and four, a case study focused on the oral reading of four students (two good readers and two poor readers) in their second, third, and fourth grade years. Data were examined and interpreted. All four children either increased their ability to make use of cuing systems…