A substantial amount of research has focused on children's reading development and reading problems, but in comparison there has been relatively little research into children's reading comprehension. This article provides an overview of the research that has investigated the skills and cognitive processes that support children's understanding of…

In this chapter, we examine adult- and child-focused models of reading with respect to cognitive processing deficits associated with low literacy. We examine influential integrative models of reading and reading comprehension. We then review the empirical literature on components of reading ability, subdivided into three categories: language…

Providing a comprehensive survey of cutting-edge work on second language learning, this "Handbook," written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are…

Educators have widely used cognitive strategy instruction to address reading comprehension deficits evidenced by students with learning disabilities. However, no one has yet conducted a review of the quality of this literature. This review applies the quality indicators advocated by Gersten et al. (2005) and Horner et al. (2005) to evaluate the…

Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and…

Knowledge integration is the incorporation of related facts into comprehensive memory structures. This article examines the research on knowledge integration, particularly in relation to text comprehension. The paper contrasts knowledge integration theories as well as factors affecting the probability of integrating information from text.…

A model of generative learning suggests teachers must be aware that students learn what they construct from teaching, not necessarily what teachers are teaching. The study of student thought processes upon a base of neural, cognitive and educational research leads to improved instruction and furthers the goal of universal education. (MT)

Recent research within the framework of existential sociolinguistics is reviewed, and its implications for the interpretative processes of reading are discussed. It is argued that comprehension through language is based largely on the role that the assumptions of the speaker and the social expectations of the hearer play in symbolic interaction.…

Briefly explores logical analysis and empirical research related to the nature of reading and listening comprehension. Formulates an instructional framework to account for comprehension levels and competencies, giving attention to questioning strategies of value to the practitioner in the classroom. (Author/RK)

The purpose of this study was to determine whether or not children in grades two, four, and six make consistent use of Haviland and Clark's Given-New Strategy in visually and aurally comprehending presuppositive negatives. (HOD)

Several influences upon mathemagenic activity during text learning were examined in this study, and the effects of attentional processes arising during instruction upon incidental rather than intentional learning were focused on. The subjects were 114 students enrolled in eight graduate classes in educational psychology. Six experimental groups…

Methods developed by Rothkopf; McConkie, Rayner and Wilson; McGaw and Grotelueschen; DiVesta and Rickards to assess prose processes produced by adjunct postquestions are reviewed. The processes are: specific backward; general backward; specific forward; and general forward. (MH)

Examines the effects of text elaboration and imagery on student comprehension in a computer-assisted poetry assignment designed to teach the concept of "mood." Concludes that the computer neither hindered nor elevated comprehension. (EL)

Reports findings of study that examined the ways in which third, sixth, and ninth grade students made meaning when they were involved in reading and writing activities. (FL)

A study to determine the effects of higher level interactive questioning procedures on the cognitive abilities of gifted students was conducted with 14 gifted sixth grade students. The students were selected from a public school enrichment program and randomly assigned to one of two groups that met for five weekly sessions. The control group was…