Texts classified according to guided reading levels (GRL) are ubiquitous in US beginning reading classrooms. This study examined features of texts across three grade bands (kindergarten, early first grade, final first grade) and the 10 GRLs within these bands. The 510 texts came from three programs with different functions in beginning reading…

Purpose: This work describes community-based participatory research (CBPR) to support language and literacy development with Pre-K and kindergarten African American boys. Method: The aim and goals of the project were designed using the CBPR model. Interventionists were trained with researcher-designed videos. Interventionist fidelity to training…

We show that comprehenders' expectations about upcoming discourse coherence relations influence the resolution of local structural ambiguity. We employ cases in which two clauses share both a syntactic relationship and a discourse relationship, and hence in which syntactic and discourse processing might be expected to interact. An off-line…

The primary purpose of this study was to determine if training in syntactic structures would increase reading performance of junior high school students. A total of 46 students in a predominately white middle class suburban school district who were reading at least two years below grade placement were divided into two groups: 24 students were…

The purposes of the study were to conceptualize and operationally define three classes of the skills by which knowledge is acquired from written language, and determine whether the skills represent homogenous classes of behaviors and are hierarchically related. (Author/DG)

BASED ON A TRADITIONAL APPROACH, THIS REFERENCE GRAMMAR OF LITERARY DHIMOTIKI IS DESIGNED TO BE MOST USEFUL TO ADVANCED UNDERGRADUATES OR BEGINNING GRADUATE STUDENTS OF GREEK. (DHIMOTIKI, OR DEMOTIC, IS THE POPULAR FORM OF MODERN GREEK.) IN PART I THERE IS AN EXTENSIVE DESCRIPTION OF THE PHONOLOGICAL SYSTEM FOLLOWED BY A DISCUSSION OF THE WRITING…

Proposes that rather than "water down" children's reading materials, educators should help students deal with the complexities of connected discourse so that they can learn to appreciate the richness of the language. Offers a number of teaching ideas for achieving this goal. (FL)

A study was conducted to investigate the possibility of improving reading comprehension by training sentence organization skills using a sentence anagram task and word-grouping strategy. Results indicated that training significantly improved sentence anagram performance and transferred to reading comprehension performance. (MKM)

Indicates that sentence combining and kernel identification training enabled sixth-grade students to comprehend longer, syntactically more complex sentences than control group students and to retain this ability over a six-week period. (HOD)

If in reading a sentence a reader finds something unfamiliar in lexical meaning or grammatical structures, the meaning of the written material may be ambiguous to him. Sometimes the context will help to clarify the meaning of an unfamiliar element, but often it won't. Understanding what is read involves not only the process of reasoning, but also…

Reviews research using sentence length as a factor in predicting readability and discusses the possibility of sentence complexity as a more accurate variable. (TO)

Syntax, or, loosely, sentence structure, is a major linguistic variable influencing the comprehensibility of every written sentence. This paper attempts to set forth the relationship between elements of syntax and reading comprehension as the classroom teacher might see them, and to propose a strategy, the Complete Linguistic Elements Paradigm…

Methods for teaching students to recognize and manipulate structures of cohesion in reading materials are discussed. Teaching students to connect text involves a strategy that combines reading and writing in student- and teacher-directed activities. An example illustrates how the strategy can be applied with specific course content, a ninth-grade…

Proposes a method, based on dependency theory, for teaching reading in the foreign language classroom. Examples are provided for English, German, French, and Norwegian. (AM)