Various strategies for improving student reading abilities in the social studies are examined. (DE)

Fast and average readers were tested on four tasks. Fast readers appear to pick up more information per fixation on structured textual material, and had a greater span of apprehension for unrelated elements. Results disagree with the view that reading speed depends solely on ability to infer missing information. (CHK)

The purpose of this investigation was to study the differences in oral language competence which exist in the "average" Canadian urban classroom. (Editor)

Teachers must know and understand kids, their language and the reading process in order to help them. (Editor)

A study examined adult readers' phrasing ability to determine (1) if passage difficulty was a salient variable in readers' sensitivity to phrase boundaries in reading; (2) if phrase sensitivity was an issue of concern for young adult readers; and (3) if difficulties in phrasing were due to an overabundant or an inadequate sensitivity to phrase…

A study compared the word recognition errors of learning disabled readers using reading instructional level materials (word recognition rates between 3% and 9% and frustration level materials (word recognition rates greater than 9%). Subjects, eight learning disabled students chosen randomly from second, fifth, eighth, and eleventh grade levels,…

A study investigated the efficacy of using the neurological impress method in peer tutoring during reading instruction. The neurological impress reading method is a unison reading procedure in which the student and teacher or tutor read aloud simultaneously and quickly, with the student placed slightly in front of the teacher so that the teacher's…

Determines whether the oral reading performances of grade three students speaking a Newfoundland dialect are affected by syntactic differences between the dialect and Standard English. (RB)

On the assumption that at some stage of reading it is necessary to identify individual letters rapidly and accurately, the present study focused on the use of redundancy in single-letter identification as a function of reader ability. (Author)

Describes an investigation of 35 secondary school students to examine the relationship among scores on 10 Piagetian tasks used to assess levels of concrete and formal reasoning and problem solving abilities and scores on a standardized reading examination used to measure reading ability. (Author/GS)