Two experiments examined the roles of semantic and surface information in reading and recognizing sentences. Results indicate that reading and recognition are interactive processes, involving conceptually driven and data driven operations; the interaction may be either automatic or controlled. Semantic and surface information are conceptualized as…

The author discusses the processes by which children learn to read and how the natural sequence of learning may be used to improve reading instruction. (JD)

Proposes a teaching viewpoint on comprehension which removes some of the abstraction; the final product is a teaching sequence for comprehension skills that is parallel in form to the teaching sequences commonly used for word recognition. (JM)

Respectively, three experiments indicate that (1) people can identify all the terminal units in stories as well as different kinds of episodic structure; (2) when attention was focused on the intermediate units, the Goal Path emerged in the judgments; and (3) the same judgments about terminal units were made even when the number of sentences per…

Describes how teachers can incorporate the use of comprehension monitoring activities into the guided reading phase of basal reading instruction. (FL)

Traces a teacher's search for the flaw in and the solution for a tenth grader's thinking that creates a problem with comprehension. (HOD)

Suggests 10 classroom-tested activities that improve reading comprehension. (DF)

Latent inferential comprehension scores were calculated for fourth-, fifth-, and sixth-grade students in a study that investigated cognitive styles as mediating variables in comprehension processes. (HOD)

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)

Reports on a study during which 60 graduate students instructed to read a 669-word passage one, two, or three times completed both free and cued recall measures on three test occasions. Both quantitative and qualitative differences in recall were found as a function of the number of times text was read. (HOD)

Identifies types of reading passages that tend to be troublesome for poor readers who have difficulty in evaluating and revising their initial hypotheses about the content of a passage. Offers teaching strategies to help these students. (FL)

Concludes that when presented stories, some of which were inconsistent because of missing pages, less skilled readers were poorer at reporting a missing page, placing it correctly, and fixing the story than were skilled readers. Stories are appended. (FL)

Describes one strategy designed to help students monitor their comprehension while reading content area materials. (HOD)

Provides a number of suggestions for teaching children often confused words. (FL)

Provides several typical negative sentence structures, discusses why children find them difficult, and suggests how to begin teaching them to handle negatives. (FL)