Cites 20 documents, books, and journals from the ERIC database which focus on the training of reading teachers and offer teaching suggestions and methodology, discussions of teacher and student needs, and research related to teacher training in the field of reading. (SR)

Explores the ways in which 11- and 12-year-old students used intertextuality within diverse literacy events in a classroom context. Reveals different patterns of intertextual connections depending on discourse mode (oral or written) and the functional context of discourse (literary or informational) in terms of the types of sources to which…

Criticizes the way reviewers comment on research proposals. Recommends reviewers be more openminded and less sarcastic, and offer constructive criticism in their reviews. (MS)

Assesses the effects of headings on text processing behaviors during immediate and delayed testing of 65 undergraduate students. Finds that headings did not appear to affect overall comprehension or overall answer location accuracy. (MG)

Investigates which institutions produce graduates who publish reading research. Compares results to previous rankings of institutions based on the productivity of reading faculty. (MS)

Examines whether 20 first graders comprehended expository text as measured through an oral retelling of a children's information trade book. Scores, according to a 1-5 scale, the pictures children drew based on the book and their retelling of the text. Finds 18 children scored 3 or better, suggesting that even young children are capable of…

Supports the results of a previous study that concluded that the Farr-Jenkins-Paterson formula resulted in a more difficult readability level than the Flesch Reading Ease formula, the Dale-Chall Readability formula, and the Fry Readability Graph, and that the Fry Readability Graph is accurate within one grade level. (MS)

Examines the extent to which issue-related attitudes influence readers' comprehension and retention of information presented in an impartial text. Finds no effect of issue-related attitude for the selective encoding or recall of low-level data. Finds attitude-consistent response tendencies in the immediate learning phase. (MG)

Provides a theoretical description of attitude acquisition, an overview of the nature of attitude (including factors influencing attitude development), and suggestions for addressing attitude in designing reading instruction. Describes several informal assessments. Suggests teacher behaviors for developing and maintaining positive attitudes. (PRA)

Reviews the traditional concept of critical reading, and then reexamines critical reading by reviewing recent theory and research from three areas: schema theory, metacognition, and direct instruction. (MG)

Updates earlier reviews of the research investigating how television viewing and reading might be related. Points out new directions in the research, focusing on research after 1980. Discusses implications for professionals in the field of reading. (SR)

Investigates the effects of cognitive mapping on written summarization and comprehension of expository text. Concludes that mapping appears to assist students in: (1) developing procedural knowledge resulting in more effective written summarization and (2) identifying and using supporting details in their essays. (MG)

Examines the effects of two types of comparison-contrast discourse structures on the initial learning and retention of unfamiliar scientific information by mature readers. Finds a demonstration of the mature reader's versatility in accommodating unfamiliar information, especially when it is presented in well-structured patterned texts. (MS)

Analyzes whether a combination of televised story and/or an illustrated storybook influence children's story comprehension. Finds no significant differences between groups. Suggests that the communication medium alone has little importance for reading comprehension. (RS)

Determines whether mental imagery could be used as a metacognitive reading comprehension strategy by deaf elementary-level children. Finds that when encouraged to engage in mental imagery, students exhibited four qualities of thinking (recollection, representation, inference, and evaluation) during and after reading that revealed how they were…