Theories of reading emphasize the cognitive processes and metacognitive skills that readers employ to read with comprehension and insight. Teachers are referred to a resource book, "Enhancing Reading Comprehension," and a five-volume series of coursebooks, "Focus." Each is described briefly. (LB)

Argues that student comprehension difficulties are often diagnosed as reading problems, even though the problem extends to other learning skills. Considers the issue of comprehension in the context of reading, and examines aspects of the issue that extend to teacher communications. Suggest ways to help students understand social studies material.…

In this article, the authors explore the concept of instructional scaffolding as it applies to facilitating students' reading comprehension. They argue that scaffolding is a highly flexible and adaptable model of instruction that supports students as they acquire both basic skills and higher order thinking processes, allows for explicit…

Students are often asked to integrate information derived from reading multiple documents into a consistent story or model. Based on models of comprehending individual text, we predict that the structure and accessibility of earlier texts should influence one's ability to integrate a new text with previously learned material. In two experiments,…

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive…

This article considers the role of the basic cognitive unit, called the "story engram," in young children's learning to read, including children ranging in ability from severe mental retardation to giftedness. It illustrates how the "Ball-Stick-Bird" method of beginning reading can facilitate this process because of the…

This paper explores the concepts of representation and response as illustrated, first, by "seeing-in" (Wollheim, 1980, 1987) or by the "reading" of a painting in which the viewer regards a particular painting from different perspectives and angles. In both instances, the reading involves a dual engagement with the substance and the medium. This…

The domain of second language reading is a rich source for insights into bilingual cognitive processing. Most cross-language transfer research has been carried out on acquisition and production of second-language (L2) structures. Relatively little work has been done on cross-language transfer in bilingual reading. An overreliance on top-down,…

Since E.L. Thorndike's landmark 1917 study of the complexity of reading comprehension, inferential research has generally focused on either inference as a developmental process or the nature of inferences made during reading. In his 1930 study, R. W. Tyler established that inference could be objectively measured. S. G. Paris conducted several…

Through instruction in synaptic linking--the process of relating ideas and information to produce expanded interpretations and new constructs--teachers provide students with a model for answering higher level questions about their reading material. Presenting a carefully planned sequence of reading comprehension questions that require skills…

Text analysis systems, imposing coherence measures derived from the reader's and writer's notions of how a text functions in communication, produce descriptions of texture, or the totality of cohesive ties in a text. The question is if cohesion analysis, more than offering a linguistic description of text, can serve as a psychological model of…

The performance of 57 Mexican American bilingual college students on Spanish and English versions of problem solving tasks was investigated. The tasks included word recognition, sentence verification, reading span, syllogisms, and reasoning. The results indicated that the subjects used similar cognitive skills in performing both the Spanish and…

A study was conducted for additional support of the view that bridging--drawing inferences to relate a sentence to a preceding sentence--occurs during reading rather than at the time of testing. Subjects were 88 third and 67 fifth grade students whose reading proficiency was measured by performance on the Metropolitan Achievement Test. The…

A study was conducted (1) to determine if children select some strategies more frequently than others to comprehend story categories, and (2) to find out if children are able to talk about what they are thinking and doing as they read stories from a basal reader. Subjects, 30 second grade students reading at grade level, were randomly assigned to…

A study investigated the relationship between high and low reading ability and the study techniques of reading, the usual method of note taking, and student-generated paragraph summaries on the six levels of cognitive learning from textual material as measured by Bloom's "Taxonomy." Subjects, 84 college students enrolled in an…