Presents a model of generative reading comprehension stating that learning to read with comprehension involves acquiring and using some of the same generative skills needed to learn to write. (JL)

Presents a practical strategy for teaching reading comprehension that is based on current research and consists of five steps: (1) introduction, (2) example, (3) direct instruction, (4) teacher-directed and (5) independent practice. Provides sample lessons for each step. (FL)

Discusses the advantages and disadvantages of four methods of teaching reading in the content areas: (1) presenting isolated skills, (2) "aiming" toward content, (3) "guiding" toward content, and (4) presenting skills and content concurrently. (FL)

Reports on a study that investigated the position of text line break with respect to the phrase structure of a sentence in order to determine its effect on children's reading fluency. Concludes that line breaks within and between phrases cause less disruption when they occur near the end of a sentence. (FL)

Preschool- and kindergarten-age children's understanding of the distinct referential properties of collective and class nouns and the relationship between this understanding and performance in part-whole comparison tasks was examined in three experiments. Results indicate children understand the relationship between nouns and the sets to which…

Proposes that rather than "water down" children's reading materials, educators should help students deal with the complexities of connected discourse so that they can learn to appreciate the richness of the language. Offers a number of teaching ideas for achieving this goal. (FL)

Examines the prevailing theories of reading comprehension: the psycholinguistic model, schema theory, and the skills model. Discusses their implications for instruction. (FL)

Supports the function of analogy in activating specific background knowledge and generally related knowledge in reading unfamiliar text, a view consistent with emerging schema theoretic notions. (AEA)

Indicates that readers monitor their comprehension as they read, evaluating whether the ideas expressed in the text are consistent with one another. (AEA)

Examines whether (1) the organization of the sentences of a passage (regular order as written or scrambled order) affects a reader's comprehension of the passage, and whether (2) sentences read in isolation (one single sentence) are comprehended as well as sentences read in the full context of a cohesive passage. (HOD)

LD readers' failures were associated with a greater number of word recognition and vocabulary errors suggesting that LD readers were unable to extract enough relevant information to apply a successful line of reasoning. For related information see EC 132 758-768. (Author)

Two hypotheses were tested about how young children (four-to seven-year-olds) answer questions with the quantifiers "all" and "some": (1) that children use syntactic cues in determining which noun phrase is quantified, and (2) that children evaluate a some-statement as part of evaluating an all-statement. (Author/MP)

The mental activities of reading and responding to literature and the difficulties that occur as students try to produce written accounts of what they have gained are explored, as are the demands made on the student's language when putting into words what s/he has gained through a study of literature. (Author/KC)

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)

Presents selected position papers and research papers influenced by the work of Jean Piaget, intended to help science educators understand Piaget's work and how it applies to science education. Emphasis on formal reasoning stage of development. (SA)