The author challenges the usefulness of the "reading-comprehension passage" in teaching English to speakers of other languages and suggests alternative methods. (FWB)

Reviews three alternative cognitive approaches for verbal comprehension. Discusses a theory of learning from context and cites empirical data to support the theory. Presents a componential framework for understanding verbal comprehension and suggests that the ability to acquire information from context is a key source of individual differences in…

This paper reviews the function of literary allusion and examines how this device helps readers relate to texts. Questions are raised about children's ability to understand allusions, particularly Biblical references. Suggestions for research to improve understanding of the role of allusions are given. (PP)

The approach taken to testing reading comprehension in a Bombay University English program is described. A distinction is drawn between communicative and communicational teaching approaches. Reading skills and the traditional techniques for teaching them are examined, and sample reading comprehension test items using the communicational approach…

Works of art can be a valuable tool for teaching reading skills, such as visual discrimination, language experience, word recognition, vocabulary, reading comprehension, and other language arts skills. Classroom activities based on art work are described. Sources of art reproductions are noted. (PP)

Observations of third- and fourth-grade classroom reading lessons revealed not only that text-related reading comprehension was seldom taught, but also that a coordinated or topically organized sequence of text reading instruction was rare. (FL)

Indicates that college students make use of word length and shape information to decode text and that the context of a passage affects students' knowledge of the syntactic structure and semantic content of that passage. (AEA)

Subjecting the comprehension passages of the Gates-McGinitie Reading Test to readability analysis using a multiformula computer program revealed that the instrument can best be used for making comparisons between groups using the same test forms and levels in the same sequence. (FL)

Argues that metacognitive training in students can help students to remediate comprehension difficulties, to more accurately guage their success as learners, and to view reading as a flexible, thought-provoking process of interaction with text. (HOD)

Reports the findings of a study indicating that reading aloud to Black first grade students in an inner city area expanded significantly their knowledge of specific topics. (FL)

Discusses social studies as an area of study in which to apply a variety of strategies for improving the reading comprehension of students. Important factors that can aid students in improving reading comprehension are considered, including understanding textbook organization, vocabulary improvement, speed reading, following directions, and…

Demonstrates how having students dramatize a novel from many points of view can help them to understand the work on different levels. (FL)

Describes a program designed to teach content area vocabulary that resulted in vocabulary growth and improved comprehension. (AEA)

Future efforts to assist with reading-disabled students should include: early identification and intervention, more effective differentiation of students, increased individualized instruction, an increase in specially trained personnel, and a greater variety of specialized materials. (JN)