Focuses on reading in the school domain and concludes that achievement in reading results from a combination of maturation, exposure, and instruction. Assesses the limits an successes of the instruction of reading in the U.S. and makes cross-national comparisons. (RDN)

Argues that, in the high school classroom, it may appear that much is being learned, but in the minds of pupils there is often considerable confusion as to the meaning of what they have read. Reports on a study that explored the nature of that confusion and discusses what can be done. (RBW)

Concludes that both chunking and shorter line lengths have positive effects on reading efficiency but that high line length variability has a stronger negative effect. Suggests that, because chunking increases line length variability, it can interfere with reading. (FL)

Examines the effects of providing subjects with prior information about the organization of expository passages. Concludes that a structural organizer with outline grid and that notetaking alone both reliably and markedly facilitated comprehension and recall, and that a structural organizer without outline grid reliably facilitated comprehension…

Concludes that in virtually all tests involving phonemic processing, poor readers performed significantly worse than did chronological age controls. (FL)

Describes planning, writing, and putting into operation of an intensive course for personnel planning to work in the foreign department of a large commercial bank such as the Credito Italiano. A detailed account is given of compilation of the integrated grading test that is used at the beginning of the course to split up the students into…

Discusses the implications of research findings for the two-strategy model of context effects on word recognition. (AEA)

Investigates the hypothesis that, in the case of individual similes, bits of lexical information, or word knowledge, are predictably and absolutely essential to the resolution of similes. (HOD)

Discusses a study of the relative benefits of a year-long reading comprehension course for English as a foreign language students, compared with an intensive summer course using the same curriculum. Students were separated into groups according to their language abilities. Although improvement in both cases was nearly equal, the summer course is…

Describes an exploratory study which examines the differences and similarities in the way native and nonnative speakers of English process complete texts and also examines the possible uses of a macro-textual approach in the teaching of foreign language reading. (SL)

Presents a case study in which an adult student with prediction strengths needed graphophonic skills. Discusses two remedial strategies. (FL)

Illustrates how prediction can be used to improve content area reading, provides examples of successful prediction techniques, and encourages teachers to develop their own uses of prediction. (FL)

Describes two studies showing that young readers may have trouble with comprehension when text contradicts their own prior knowledge. (FL)

Describes a teaching approach that helps second language learners develop enough confidence to use comprehension strategies proven effective with native language students. (AEA)

"Re-tell" is examined as an activity designed to involve students in an interactive process. Authentic reading and listening passages provide a context in which the student can negotiate for meaning and extract information from the surrounding environment (the real world), thus fostering language acquisition via exposure to various learning…