Discusses how beginning readers respond to familiar and unfamiliar stories. States that children begin as inventive readers, using different strategies--such as naming, counting, or structuring--to "read" the text. (MM)

Thirty-two hearing-impaired adolescents were assessed on comprehension of three anaphoric forms within conjoined sentences: repeated noun, personal pronouns, and null form. The null form anaphora in a semantically acceptable environment, in which some hearing-impaired students apply a deviant object-subject deletion rule, was significantly more…

Offers a model of assessment for disabled readers that yields information not only about current performance but also about the potential for learning. (FL)

Advances a set of five principles related to the development of independent learners and recommends the use of three types of activities effective in moving students toward greater independence in applying their ideas and skills. (NKA)

Describes how a learning strategies approach can enable learning disabled students in secondary schools to study effectively, using as an example the acquisition of specific information from reading a chapter in a science text. (JC)

Four experiments were conducted to determine the effects on decoding mistakes and comprehension of text passages at fastest and slowest reading rates. Subjects included 181 Israeli first graders and 60 American first graders. Subjects reading at their normal maximum speed averaged fewer errors and higher comprehension. (Author/LMO)

Summarizes the benefits and limitations of the use of story grammars in the elementary reading classroom. Provides suggestions for implementation in the classroom. (ARH)

Explains the difference between a reading aloud to children program designed to motivate children to read, and a developmental listening program which provides a focus for listening in a whole language environment and requires response and evaluation. (SD)

Discusses the history of the development of the measurement of reading levels and current criticism of the use of reading levels. Also discusses the relationship between a teacher's effectiveness as a reading instructor and the teacher's understanding about the concept of reading levels. Includes suggestions for change and a list of references.…

Reading comprehension is often tested by teachers through verbal questioning of students on a literal, interpretive, or evaluative level. The drawbacks of this method are that it often doesn't develop understanding or require interpretation. Presents an example of how to develop thinking and comprehension through a questioning strategy focused on…

Findings imply that while preschool children both enjoy and profit from listening to stories read to them in unelaborated fashion, they gain much more from observing and participating in the actions portrayed in the stories. (FL)

Explores responses to fiction reading by students who record these responses in journals. (NKA)

Indicates that membership in pausing and skimming clusters appears to relate to text comprehension, grade level, and rated academic ability, but that these relationships are not all simple or direct. Finds that the cluster-analytic approach provides a useful empirical adjunct to current theoretical perspectives on text analysis and reading…

Describes a specialized authoring system known as a template, which usually targets only one subject and one format at a time. A template called DICTATE, which allows teachers to use the dictation format to practice auditory discrimination, aural comprehension, and orthography is discussed in detail. (SED)

This study examined the summarizing skills of university students and developed from their protocols a scale for coding replications and distortions of the original. Findings indicate that underprepared students omit more main ideas and include more sentence-level reproductions than mainstreamed students. Data indicated no other significant…