Argues that teaching students to use pictures in their minds improves their thinking skills. Offers a four step procedure for helping students formulate their own techniques for creating mind pictures. (FL)

Offers a metacognitive strategy for helping students answer inferential comprehension questions and a research-based rationale for its use. (FL)

Studies how children negotiate the meaning of literature by examining how they responded when given the opportunity to retell a story directly after hearing it. (DF)

Fifty-six field-dependent and 55 field-independent students in grades 6 through 8 were assessed on reading comprehension tasks varying in memory load and cognitive restructuring requirements. Field-independent readers outperformed field-dependent readers on tasks with high memory demands and requirements for efficient restructuring. (SLD)

Noting that children evaluate their reading comprehension more effectively when they are informed about the standards of evaluation they should use, a study examined whether training in the use of certain standards would show generalization from one level of processing to the other, and also maintenance of standard use. The study also examined…

Predicated on the assumption that many of the problems exhibited by learning disabled children arise from difficulties they have in processing information, the program of research described in this paper was undertaken to (1) identify reading comprehension difficulties that are due to disorders in the reader, and (2) design and test effective…

Discusses how an understanding of how children learn can be used to teach them to read nonnarrative information books. Includes how to nurture reading of nonnarrative writing and text features that link with children's ability to learn. Concludes that spoken language reinforces student efforts to make sense of ideas being read. (DK)

Proceeding from a definition of "story schema" as an idealized internal representation of the parts of a typical story and the relationships among those parts, this paper explores the role of story schemata in reading comprehension. The paper also identifies variables that may affect the way in which schemata function and outlines the…

Reading evaluation should (1) be a continuous process using many samples of a learner's work, (2) allow students to engage in uninterrupted reading, (3) constitute a learning situation, and (4) indicate new directions for improvement in an open-ended manner. Current practices for evaluating children's reading processes are usually based on samples…

Reflecting recent insights on the process of learning to read and its relationship to oral language development and writing, the articles in this book provide a range of perspectives, ideas for further empirical investigations in classrooms, extensive reference lists for further reading, and implications for practice throughout a child's…