Describes an International Reading Association award-winning dissertation comparing the processes of comprehending written language with the processes of spoken language.

Supports the hypotheses that (1) students of teachers trained to use explicit explanation are more aware of what they had been taught than students of teachers who are not similarly trained and (2) there is a significant positive relationship between teacher explanation and student metacognitive awareness. (PD)

The reading skill development of anglophone kindergarten children in French immersion programs in Canada is the subject of the two papers included in this document. The first paper describes a study that examined the English reading ability of both kindergarten and first grade children in immersion programs and compared the results with those of…

A study examined the effects of teachers' use of explicit explanation on students' levels of metacognitive awareness of the reading process and on their reading achievement as measured by a standardized test. Subjects, 22 fifth grade teachers from 13 different elementary schools, were observed by researchers who had been trained in using a…

Home economics and social studies teachers' perceptions of their ability and use of the reading process were compared. Data were gathered through a reading survey instrument given to 82 home economics teachers who later participated in workshops on integrating the reading process into the curriculum. The same instrument was mailed to 100 randomly…