Looks at changes that must occur within the teaching and learning of English if education is to power the Information Age as energy fueled the Industrial Age. (HOD)

Compares two studies on the relation between comprehension and memory: (1) how access to text affected comprehension; (2) the effect of different learning goals (memorization or comprehension) on learning. Concludes that constructive learning activities are important for later utilization of information. Suggests a model of reading, learning, and…

An experimental investigation of a single patient with an acquired dyslexia in which there was a significant impairment in his ability to read concrete words compared with abstract words is reported. The Brown and Ure word-lists used in the study are appended. (Author/SJL)

Concludes that a combination of two techniques--cloze and study guides--was a better instructional treatment than cloze instruction alone to improve inferential reading comprehension of content area materials, regardless of teacher or student achievement level. (FL)

Discusses the importance of the study and practice of inference to help students develop independent reading ability. Presents classroom techniques which assist them in discerning inferences of location through transportation, landmarks, elements, actions, smells, and shapes. (Author/MES)

Prescribes readiness, vocabulary, and comprehension activities for teaching reading and study skills simultaneously with content area reading materials. (RL)

Investigates developmental differences in the effects of context on ongoing word recognition under conditions that placed greater demands on the readers' comprehension/memory capacity than had been the case in prior studies and examines the generality of these prior findings. (HOD)

Indicates that cultural schemata can influence how students interpret prose. (AEA)

Shows how a scale of questions can be used to develop and assess children's ability to comprehend information presented through different modalities and media. The scale's five levels, which indicate increasing difficulty in comprehension, are association, classification, seriation, integration, and extension. (Author/DB)

Describes a method to improve student comprehension of content area materials that involves three distinct readings, each followed by a progressively more detailed graphic overview of the content. (HTH)

The paper's primary purpose is to outline an experimental logic that (1) considers causally prior skills such as nonverbal IQ, vocabulary, and decoding, and (2) emphasizes the relative importance of component reading skills rather than simple differences between groups of good and poor readers. (Author/DB)

In five experiments, adults verified sentences by reading complex information in several technical passages. Both segmenting and indenting influenced performance; however, once a text had been meaningfully segmented, the addition of indentation cues did not affect response time. Implications for typographic design--line length and margins--are…

Two experiments investigated the impact of a reader's perspective on prose learning: (1) subjects read stories from one of two directed perspectives or with no directed perspective; or (2) readers organized and familiarized themselves with a perspective before the perspective was applied to a story. Perspective influenced recall and organization.…

Examines a sampling of current ESL reading instruction practices, addressing the concern that the lack of a generally accepted theory of L2 reading constitutes a major obstacle to teaching and testing ESL reading skills. Summarizes the results of two studies and discusses their implications for ESL teachers. (MES)

Reports on a study that examined seventh-grade students' ability to recall prose passages to determine whether the size of the semantic processing unit increased across three orienting task conditions, thereby increasing comprehension and recall. (HOD)