Presentation and criticism of pertinent work, plus the authors' own model. (Text is in French.) (DB)

The comprehension of big, little, and same number and the production of relational terminology was assessed in 168 preschool children. (Author/BD)

Examines Frank Smith's analysis of the reading process with respect to comprehension, specifically, his assertion that during the reading process, comprehension of meaning precedes word identification. Discusses the implications of Smith's analysis for the teaching of reading. (JM)

The pilot study investigated receptive and expressive humor in students (total N=54) with learning disabilities, mild mental retardation, or no handicap. Among results were that older learning disabled students were more like mildly retarded students than normal peers; and that learning disabled students had more difficulty understanding…

Three studies examined strategies used by deaf adolescents and children (total N=150) in reading and writing. A model of literacy development is proposed, and remedial approaches are suggested. Results indicated deaf children attempted to make use of cue sources in text, such as pragmatic features, context, and prediction. (DB)

The ability of 22 phonologically disordered and normally speaking children's ability to process (phonologically, syntactically, and semantically) spoken language was evaluated. No differences between groups was found in number of errors, pattern of errors, or reaction times when monitoring sentences for target words, irrespective of sentence type.…

Investigates how preschool children gain understanding about the functions of print in order to determine if there are trends in children's processing of print functions that can be identified and used to gain insight into the process. (FL)

A processing model is presented that deals explicitly with both the text-comprehension and problem-solving aspects of word arithmetic problems. The model simulates construction of cognitive representations at various levels, distinguishes several information processing steps, and analyzes processing requirements that differ among types of…

Illustrates the existence of meanings in conversation that are not based on the listener's interpretations by analyzing the conversations from a family therapy session. Transcripts of the conversations are appended. (HTH)

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)

A study of the development of 6- to 12-year-old children's appreciation of verbal jokes was conducted within the framework of the incongruity and resolution theory of humor. Results revealed age differences indicating that older children appreciated both structural components while younger children appreciated the incongruity structure. (ST)

Biased and unbiased ambiguous sentences, paired with either an expected'' or unexpected'' second sentence, were presented to 80 Ss for judgments of compatibility. The results supported the conclusion that only one meaning was derived for both types of ambiguities during initial comprehension processing. (Author)

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)