Tabulates the frequency of comprehension question types and teacher questioning behavior and reports that teachers emphasize recall, use several controlling actions in questioning, and miss opportunities for putting questions into clusters which would extend thinking. Bibliography. (MD)

Concludes that J. Piaget's cognitive developmental theory may be used as a framework to understand reading in all children, while visual perception showed no relationship to any measure of reading. (FL)

The effectiveness of having 51 students generate their own headings for scientific text is assessed. Results reveal that generating headings enhances performance on a number of recall measures compared to either author-provided headings or no headings. (Author)

Discusses a retelling performance checklist that uses elements of story grammar to help teachers assess comprehension in a meaningful way. (FL)

Reveals that only three structures--confrontation, episodic, and plotless--accounted for 87 percent of the story selections in six basal reader series. (FL)

Implies that instruction can help students improve in reader-based processing of text and that strategies for making schema-general questions story-specific are necessary for processing, storing, and retrieving information from complex short stories. (AEA)

By understanding factors that can make reading difficult for students who are normally able readers, content teachers can facilitate comprehension in their classes. (AEA)

Illustrates and compares skills and process orientations for reading instruction. Tips for teachers of reading are provided. (RH)

Reading ability is a combination of four major skills (word identification, vocabulary, comprehension, study skills), internal influences (experiences, interests, language and cognitive abilities, health goals), and external influences (material complexity, reading environment). Teachers can enhance their students' reading capability by…

This study investigated why children reproduce and/or reconstruct text in a classroom. The focus was on social classroom variables. Results supported the prediction that students would recall text differentially according to the response interaction pattern maintained with teachers. (Author/DB)

Notes that readers do not depend solely on the visual aspects of reading, but also make use of nonvisual understanding in decoding print. Among the nonvisual components of reading discussed are desiring knowledge, understanding the nature and purpose of reading, reading for meaning, and predicting an author's message. (MKM)

Reaction time to reading sentences which were not clearly interrelated was longer when a paragraph was titled to give it to more discourse (paragraph) level meaning. The presence of titles had no effect on reaction times for meaningful paragraphs, however. (CP)

Details an investigation into the relationships between reading attitude, reading comprehension, and mental imagery. Concludes that there are significant correlations between reading attitude and mental imagery and between reading comprehension and reading attitude, but that there is no significant relationship between reading comprehension and…