Offers suggestions on using underlining as a strategy to help students identify key concepts. (FL)

Two studies investigated (1) the ability of learning disabled children to perform tasks that specifically demand the recognition and production of main-idea statements, and (2) their ability to detect an inappropriate sentence in a paragraph. (PN)

Reviews recent reading research and points out several implications for classroom reading teachers. Uses T. C. Standal's descriptive model of reading as a framework in which to present the research. (FL)

Emphasizes that, in order to comprehend, a reader must chunk the many words of a sentence into meaningful groups of words. Offers suggestions for developing "thought units" in the upper grades. (FL)

Discusses the generalizability of educational research and uses the area of main idea comprehension to illustrate how a line of research can be overgeneralized and lead to unfounded conclusions and pedagogical implications. (FL)

Provides suggestions for activating prior knowledge, getting children to be aware when their comprehension is lagging, and tying it all together at the end. (FL)

Outlines seven basic concepts regarding teachers' understanding of the comprehension process and proposes several instructional strategies based on the concepts, each of which actively involves children in reading. (FL)

Discusses the results of a study that examined the relationship between comprehension ability and prior knowledge in children's recall of structurally equivalent text. (AEA)

Finds that giving students background knowledge of a subject improved their performances on a test of reading comprehension. (AEA)

Subjects read passages taken from Bransford and Johnson's materials either with or without the context-inducing title provided. The presence of the title increased comprehension and recall but had no effect on recognition. Activation of relevant information already stored in memory may not be essential to the encoding process. (Author/RD)

Comprehension monitoring was investigated by asking college students to read and answer probed recall questions about passages that contained intentionally introduced confusions. Subjects failed to report a large number of the confusions and less than one quarter of the confusions were noticed during reading. (HOD)

Describes a story grammar, summarizes some results of story grammar research, and suggests instructional procedures for developing children's concept of story and story components. (FL)

The study evaluated the relative importance of graphic and contextual information in the correction behavior of disabled fourth grade readers who were clinically diagnosed as poor comprehenders. Results indicated that poor comprehenders tended to be more cued to graphic constraints in the text than to semantic constraints. (Author/DB)

Discusses the impact of the cognitive revolution in psychology on reading research. Cognitive perspectives of reading have revealed complex processes ranging from simple peripheral visual processing in letter recognition to high order processes in text comprehension. It is also argued that a full account of reading skill should include…

Considers how a person unaware of the text and choosing not to make meaning from it obtains little comprehension. Examines a motivational-cognitive model of reading that contributes to text comprehension. Notes that the motivational process is divided into five parts: (1) Task Mastery Goals; (2) Intrinsic Motivation; (3) Self-Efficacy; (4)…