Background: Although comprehending illustrated texts is essential, adult readers in this era may not have acquired reading comprehension strategies. Eye-movement modelling example (EMME) is promising for helping less-skilled learners master these strategies; however, its benefits for adults remain unknown. Another understudied factor in the EMME…

This study examined the effects of assisted-repeated reading on four first-grade students whose reading ability varied (a special education student, a non-classified poor reader, an English Language Learner (ELL) student, and a general education student) to determine if an assisted-repeated reading intervention is differentially effective for…

Suggests that the application of the economists' paradigm, which is that an economic entity will behave in a positive way if he or she perceives the benefits of that behavior as outweighing the costs, can be applied to the problem of reading difficulties. (DF)

Four experiments tested the self-teaching hypothesis of word learning. Findings indicated that: (1) minimizing phonological processing significantly attenuated orthographic learning; (2) reduced orthographic learning was not attributable to alternative factors; and (3) contribution of pure visual exposure to orthographic learning is marginal. It…

Two experiments were conducted to distinguish empirically between the interactive and noninteractive models of reading. In the first study, 18 undergraduates divided into three groups by reading ability read stories in an RSVP mode. Two variables were manipulated within subjects--rate of presentation and amount of text presented per unit of time.…

A study was conceived to develop, implement, and evaluate the Structural-Response Instructional Model for increasing reading/thinking skills through written responses to a text's macrostructure. The study sought to determine: (1) if writing activities increased students' reading comprehension, (2) if the model effectively increased reading…

The practice of teaching reading should be based on the nature and dignity of human beings. The major problem in the study of reading is that the reading model on which pedagogy is based is inconsistent with this view of persons. The view that reading is a skills-determined, linear process in which readers decode, process, and retrieve information…

More than 1,000 studies of reading research published between July 1, 1982, and June 30, 1983 are summarized in this report. The studies are arranged into six categories: (1) Summaries of Reading Research, (2) Teacher Preparation and Practice, (3) The Sociolgy of Reading, (4) Physiology and Psychology of Reading, (5) The Teaching of Reading, and…

Distilling and interpreting past and current research on the effective teaching of reading is the focus of this volume. The titles and authors are as follows: "Research in Effective Teaching: An Overview of Its Development" (William H. Rupley, Beth S. Wise, and John W. Logan); "Process-Product Research on Effective Teaching: A Primer for a…