Study investigates the nature of verbal interactions which occur between parents and kindergarten children as they read favorite (familiar) and unfamiliar books. States that favorite stories allow children to become more involved in the story and attend to print, while unfamiliar stories provide for expanded schemata which may enhance meaning…

A study evaluating a self-questioning summarization strategy analyzed the learning and retention of social studies materials by learning-disabled and underachieving seventh- and eighth-graders (N=8). All students learned and maintained the summarization strategy (sometimes with individualized modifications) which effectively increased retention.…

To improve the listening abilities of non-native English speakers at Pan American University, discourse-level listening curriculum guidelines were developed, based on research about listening skills. The approach separates the steps of listening into preparation, memory practice, cues, organizational patterns, and review. Sample guides and…

Explains the difference between everyday thinking and academic thinking. Maintains that children who experience academic learning problems may rely too much on everyday thinking skills. Relates examples of this problem in reading, mathematics, and science. (JDH)

Presents a cross-linguistic investigation of the development of adult language and cue comprehension strategies in native speakers of English and Dutch. Adult level performance was achieved much earlier by young English speakers, reflecting the different syntactic and semantic comprehension cues in these two languages. (Author/DR)

Concludes that three experimental programs were more effective than traditional approaches in beginning reading instruction: (1) a literature program using special decoding strategies, (2) a literature program not using the special strategies, and (3) a traditional basal approach using the special decoding strategies. (FL)

Presents an application of the theory of comprehension-based teaching to materials development in the English for special purposes context. Elements of the program included utilizing materials derived from research projects in which the students were engaged and a lesson format which focused on development of the receptive skills. (Author/SED)

Examines the evolution of reading comprehension in English classrooms and examination rooms and considers active and collaborative approaches to teaching reading comprehension. (HOD)

An intervention program, consisting of story grammar training and/or attribution training, was designed to remediate the failure of poor readers to use metacognitive skills. Using 42 fourth-grade poor readers in three different treatment groups, results showed strategic training produced dramatic gains in reading comprehension. (BS)

To investigate age-and ability-related differences in the effects of explictness reversibility, and clause order on children's comprehension of causal relationships, three experiments were conducted at grade levels three, five, and eight. Students read text in one of four formats. Several age differences, but no ability interactions, were found.…

Decoding and comprehension skills were assessed for Turkish and American first and third graders. Twenty students in each group were tested on a pseudoword vocalization task and on a paragraph comprehension task. The data suggest that languages with more regular letter-sound correspondences lead to faster acquisition of decoding skills. (Author/BS)

Describes a study whose purpose was to identify the relative contribution of the nature of instruction and the frequency of encounters in bringing about word knowledge proficiency in fourth-grade children. Results suggest that instruction based on definitional associations is sufficient to affect word knowledge. (HOD)

Describes the development and implementation of a reading program based on the desire to put theory into practice. Details the use of materials, diagnostic procedures, and daily schedules and concludes that individualized meaning-based program provides positive changes in teaching and learning behavior. (FL)

Reports on a study showing that teachers' understanding of learning and the age of children affect children's comprehension styles. (EL)

Offers suggestions for successful instruction in precis writing--a paraphrase or abstract that condenses an original composition but retains its information, essence, and point of view. Observes that this is a strategy that develops vocabulary, promotes critical reading and comprehension, and improves learning in general. (HOD)