Presents six diagrams that describe what happens when a text is read. (HOD)

Introduces middle and secondary school teachers to wordless picture books and discusses how such books can be used to alleviate students' lack of reading fluency. Provides a list of wordless picture books that appeal to older students. (FL)

This paper describes the investigation of a computerized measure of reading rate as measured by the new Nelson-Denny Reading Test CD-ROM (1993). This study addressed three aspects of validity: (1) score comparability between reading rate measured by the computer version and the paper-and-pencil version; (2) concurrent validity with reading…

Describes a study of 115 college students enrolled in a reading improvement program and an equal number of control students. Significant gains in mean grade point average in reading rate, and in reading efficiency are reported for those students who entered the program reading between 200-250 words per minute. Bibliography. (MD)

Concludes that double spaced reading materials with verified right hand margins had a desirable effect on comprehension for a population of educable mentally retarded pupils. (RW)

Explores the possibility of improving students' reading skills while increasing their information about world events through assignments in current prominent periodicals. (MD)

Studies were conducted to determine effects of all-capital text on reading rate and accuracy. Groups were shown text in all-capitals and mixed print. College students read mixed print faster but all-capitals more accurately. Print type did not significantly affect rate or accuracy for sixth graders. Twenty-seven references are provided.…

Discusses the method of repeated readings as an approach to improve the comprehension and decoding skills of disabled secondary and postsecondary school readers. (HOD)

Reports that reading rate gains that may have been derived from a film-aided speed reading course were not retained when the subjects encountered difficult reading material. (FL)

Explores two approaches to discourse structure and comprehension. Illustrates that prior knowledge is ued in conjunction with cues to construct the macrostructure of the story. Provides evidence that text comprehension is based on the presentation of the propositions of the story. (PMJ)