Reviews training experiments where the strategies trained had a significant effect on poor readers' comprehension of text. Describes the training procedures that enhanced poor readers' comprehension of text and offers instructional implications for each. (FL)

Concludes that carefully delineated instruction in summarization skills positively influenced students' use of summarization rules and the quality of their summarization products. (FL)

Concludes that elementary school children taught with a technique involving nonverbal restructuring made significant reading gains over those taught with a question-answer method. (FL)

A study examined high and low achieving readers' performance with six phonic generalizations, using real and nonsense words. Eighteen first and second grade students were divided into higher level and lower level readers on the basis of their scores on the Iowa Tests of Basic Skills. Three real words and four nonsense words for each of the six…

Concludes that fourth-grade children were able to apply more phonics terms than they could define and that high ability readers could define more terms than could low level readers. (FL)

Reports on a study that investigated which of four modes of reading (oral reading to an audience, oral reading to oneself, silent reading, silent reading while listening) best facilitates fifth-grade students' comprehension. Concludes that for these students as a whole, comparable comprehension may be expected when they read to themselves or read…

Concludes that sixth-grade students taught with methods that used a structured overview to activate background knowledge, the cloze procedure to develop an inferential thinking strategy, and a self-monitoring checklist to maintain the strategy increased their inferential comprehension skills as measured by both immediate and delayed transfer…

Teacher logs for 600 reading group sessions from grades 1, 3, and 5 were analyzed to identify whether the amount and mode of assigned contextual reading differed systematically between "good" and "poor" reading groups. Analyses indicated that groups comprised of good readers read more total words and more words silently than…

Two experiments were conducted to determine whether a meaning emphasis or a word identification emphasis would give better results in a third grade reading lesson. The results investigated more than 30 factors and their two-way interactions. In the first experiment, 259 children were placed into reading groups arranged either homogeneously or…

Concludes that Round Robin Reading is a widely used method of teaching science and social studies in the intermediate grades. Discusses the effects of this method of instruction and provides alternatives for it. (FL)

A study investigated whether reading ability is a significant factor in the level of student writing apprehension and whether writing apprehension is reduced as reading skills improve. Subjects were 49 college freshmen enrolled in a reading improvement course that was directed toward learning in three domains: (1) cognitive--knowledge, synthesis,…

A study was conducted to assess the effect of contrasting mastery learning procedures on the reading achievement of high and low ability students. Subjects were 48 high and 40 low ability first grade students randomly assigned to either a typical commercial basal reading series mastery treatment or an alternative mastery learning treatment that…

A study examined the types of questions teachers asked and the types of responses they elicited from prestory and poststory portions of reading comprehension lessons. The Question Response Interaction instrument was used to gather data from teachers and their inner city third, fourth, and sixth grade students in both high and low reading groups.…

Indicates that it is feasible to include selected expressive and receptive language activities (focusing on syntactic-semantic relationships) into reading instruction for primary grade students. (FL)

A study compared the effects of two instructional strategies on ninth grade students' reading comprehension, retention, and attitude. Students in 15 ninth-grade classes were randomly assigned to one of three treatments: summary writing (SW), writing short answers to questions (QA), and rereading (RR), (control). The dependent measures were good…