Investigates relative effects of three modes of prereading assistance upon seventh graders' comprehension of a prose selection. (TO)

Investigation of the effect of establishing purposes for reading upon reading comprehension showed that neither specific nor general reading directions appeared to affect performance and that purpose-setting directions served to discriminate between intentional and incidental information only for above-grade-level readers.

This study was designed to establish the generalizability of the claimed effectiveness of several prereading instructions in enhancing either specific types of comprehension or overall comprehension. (HOD)

Investigates the effectiveness of graphic organizers, directed reading, and the SQ3R strategy for learning content area information. Tests each technique in both a group social structure and an individual work structure. Finds the use of graphic organizers in a group social structure the most effective in facilitating comprehension. (RS)