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Daniel, Johny; Williams, Kelly J. – Remedial and Special Education, 2021
This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965-2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included…
Descriptors: Reading Strategies, Reading Instruction, Reading Comprehension, Reading Improvement
Ciullo, Stephen; Lo, Yu-Ling Sabrina; Wanzek, Jeanne; Reed, Deborah K. – Journal of Learning Disabilities, 2016
This research synthesis was conducted to understand the effectiveness of interventions designed to improve learning from informational text for students with learning disabilities in elementary school (K-5). The authors identified 18 studies through a comprehensive search. The interventions were evaluated to determine treatment effects and to…
Descriptors: Elementary School Students, Learning Disabilities, Effect Size, Intervention
Neuman, Susan B. – American Educator, 2010
In this article, the author talks about "Developing Early Literacy," the report of the National Early Literacy Panel. The panel, which consisted of nine experts, was convened by the National Institute for Literacy to synthesize the research on the development of literacy from birth through age 5. Over the eight years of their work, only 190…
Descriptors: Emergent Literacy, Educational Research, Synthesis, Meta Analysis

Roller, Cathy M. – Reading Research Quarterly, 1990
Reviews research on the effects of world knowledge and text structure variables on reading comprehension. Concludes that text structure variables exert influence only when the subject matter is moderately unfamiliar and are redundant in reading familiar or very difficult material. Suggests knowledge and structure variables should be manipulated…
Descriptors: Literature Reviews, Prior Learning, Reader Text Relationship, Reading Comprehension

Wolfe, Michael B. W.; Schreiner, M. E.; Rehder, Bob; Laham, Darrell; Foltz, Peter W.; Kintsch, Walter; Landauer, Thomas K – Discourse Processes, 1998
Uses Latent Semantic Analysis (LSA) to predict how much readers would learn from texts based on the estimated conceptual match between their topic knowledge and the text information. Shows a nonmonotonic relationship in which learning was greatest for texts that were neither too easy nor too difficult. Finds LSA was as effective at predicting…
Descriptors: Cognitive Processes, Prediction, Prior Learning, Reader Text Relationship

Otto, Wayne – Journal of Reading, 1988
Notes the weakness of comprehension assessment as it occurs in standardized tests and exercise books, and reports on a new approach which views reading as a constructive process that results from a complex set of interactions between reader and texts. (NH)
Descriptors: Educational Innovation, Educational Testing, Educational Theories, Reader Text Relationship
Myers, Jamie – 1988
Differing views on how meaning in a literacy event is formed have a large impact upon literacy instruction and language research. Teaching and research are often conducted without considering who is in charge of meanings. Yet the answer to this question establishes an interpretive frame that creates the questions, methods, and findings in language…
Descriptors: Context Effect, Higher Education, Language Research, Literacy

Schmitt, Maribeth Cassidy; O'Brien, David G. – Reading Research and Instruction, 1986
Examines some of the intentions that guided research into story structure, considers some of the validity problems inherent in the research, and outlines some flaws in instructional practices resulting from misinterpretations of it. Concludes with some suggestions for using story structures as a teaching tool. (FL)
Descriptors: Learning Theories, Reader Text Relationship, Reading Comprehension, Reading Instruction
Blanchard, Harry E.; Iran-Nejad, Asghar – 1985
Most studies of eye movement behavior during reading have dealt with the processes involved with local aspects of text, such as visual or graphic characteristics or individual word features. To determine if a global level of processing (pertaining to the whole text or to large sections of it) would affect eye movement patterns differently, a study…
Descriptors: Adults, Cognitive Processes, Eye Fixations, Eye Movements

Spyridakis, Jan H. – Journal of Technical Writing and Communication, 1989
Reviews previous research on the effects of signals (structural cues that announce or emphasize content or reveal content relationships) on readers' comprehension of expository prose. Concludes that inconsistent results are due to inadequate methodologies that fail to control for confounding variables, such as text length and difficulty, topic…
Descriptors: Content Area Reading, Context Clues, Discourse Analysis, Expository Writing
Maria, Katherine – 1985
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…
Descriptors: Cognitive Processes, Elementary Education, Learning Disabilities, Learning Processes

Vipond, Douglas; Hunt, Russel A. – English Quarterly, 1987
Suggests that viewing aesthetic reading as a process whereby readers and writers attempt to "make contact" and collaborate in making meaning forces one to adopt research strategies that go beyond measuring reading comprehension, and offers two studies to illustrate these ideas. (JC)
Descriptors: Aesthetic Values, Cognitive Processes, Critical Reading, Educational Theories
Connor, Ulla – NABE: The Journal of the National Association for Bilingual Education, 1990
An interview method for assessing reading processes was pilot tested to examine reader-text interaction among native-Spanish-speaking fifth graders. Subjects were active participants in the reading situation but were lacking in aspects related to the text's cultural content. The reading interview method is highly recommended for use in…
Descriptors: Bilingual Education, Elementary Education, Elementary School Students, English (Second Language)