Reports findings of study that examined the ways in which third, sixth, and ninth grade students made meaning when they were involved in reading and writing activities. (FL)

Provides an overview of the recent changes in the theoretical conception of memory and language comprehension and how these are influencing reading research, assessment, and teaching. (FL)

Describes an Israeli reading program for disadvantaged adolescents based on verbal exercises using informative, literary, and speculative texts to improve their reading comprehension and cognitive functions. (HOD)

Given the existing literature on text summarization that documents what learners, particularly younger learners, cannot do, a study was designed to assess what fifth-grade students can do. (HOD)

Revised two stories from basal readers to improve their coherence without altering their plots. Revisions increased the difficulty of the passages as indexed by readability formulas but enhanced comprehension of both skilled and less skilled readers. (FL)

Argues that teachers can help students become better comprehenders by helping them learn to know when they understand what they are reading and what to do when they do not. (FL)

Describes an instructional method in which teachers verbalize their thoughts while reading orally, modeling their thinking about the text, and students practice the technique to enhance their comprehension. (AEA)

Uses findings from story grammar research to create guidelines to help students in writing book reports and describes applications of the guidelines as they were used in a second and a fifth grade classroom. (FL)

Concludes that intermediate grade students were better able to determine the meaning of unfamiliar words when (1) contextual clues were provided, (2) students were older, (3) the clues were in synonym rather than inference form, and (4) the contextual clues were closer to the unfamiliar words. (FL)

Advanced organizers produced two distinct effects--subsumption of related material and abstraction of incidental concepts. (RB)

Assuming he has basic work recognition skills, any child can read any book with some degree of comprehension if the teacher conveys a positive attitude and students learn to read with purpose. (Author/RB)

Contrasts the relative impact of the behaviorist and cognitive views of learning and language on beginning reading curricula and the teaching of comprehension skills. Points out that current measures of reading comprehension ignore the concept of maturity in reading. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)