Deals with: (1) the meaning of grasp of language" and the possibility of discovering if an individual has a better reading grasp of one language than of another; (2) the effects which differences in grasp of language have upon reading comprehension; and (3) ways of helping students read their weaker language more effectively. (FB)

Suggests (1) a different kind of reading test construction, (2) the elimination of the vocabulary section of reading tests, and (3) a dual-scoring system in which one score is given for reading literature and another for reading textbook material. (MB)

Study funded by the Exploratory Committee for Assessing the Progress of Education (ECAPE).

Significant differences were found in the ways that good and poor fifth-grade readers used text lookbacks, sampling, and other text behaviors while tutoring younger students. Researchers recommend the tutorial methodology for externalizing metacognitive reading comprehension behavior and for research using error detection paradigms. (Author/PP)

Researchers investigated the effects of sex differences on the relationship between conservation ability and the reading and linguistic awareness of five-year-old children. Findings of this study and others consistently support the hypothesis that conservation ability correlates more highly with reading in girls than in boys. (Author/PP)

Examines whether significant differences existed between the semantic, syntactic, and paragraph reading abilities of learning/reading disordered and normally achieving elementary school students. (FL)

Reports on a study that investigated differences in reading strategies between good and poor young readers in their use of linguistic context, in particular whether good readers make better use of succeeding context by using a better strategy or whether they read better simply because of superior knowledge. (Author/JL)

Discusses Piaget's notion of intelligence, characteristics of formal operational thought, and the relationship between formal thought and reading ability. (HOD)

Reveals that female high school seniors in a group of poor readers were significantly more external in locus of control than males in the group, but that no significant differences existed between females and males in a group of above-average readers. (FL)

Describes and illustrates three instructional strategies that can help students learn social studies concepts and develop skills in conceptualization and reading comprehension. (Author/DB)