Although many of the word recognition skills needed to read narrative material are applicable to the language of mathematics, other specialized skills are also required to read mathematics materials. Among the factors contributing to students' problems in reading mathematics are the students' interest and motivational level, their readiness for…

Since a review of the literature shows that reading comprehension is primarily a reasoning, thinking process, a procedure called P. L. O. R. E.--an acronym for predicting, locating, organizing, remembering, and evaluating textual material--is suggested as offering a sound theoretical framework on which to base active comprehension instruction.…

The first of five articles in this journal reports on a project aimed at studying the influence of the way in which problems of arithmetic are worded. Some variables in the wording were found to affect the performance of children, and terms were isolated which increased the percentage of failure. The second article describes a technique for…

The effect of adjunct aids on comprehension of expository text by seventh grade poor readers was investigated. The adjunct aids were activities designed to invite readers to make inferences required in order to understand the text, a 1,300-word passage on the Kalahari Desert. Two treatment groups received activities with graphic locational aids,…

One-half-page resumes of a variety of tests applicable to secondary level bilingual education have been compiled here. The following areas are covered, with the number of tests in each area in parentheses: multiple skills (5), writing (2), listening and speaking (5), grammar (4), reading (2), aptitude (3), occupational interest (4), general…

The reading responses of 80 second grade students to words in context and words in isolation were analyzed. The children were tested individually with four oral reading selections (kindergarten through third grade levels), a set of comprehension questions, and a word list. The children recognized fewer words in isolation than in context. The…

The Comprehensive Reading Program at Brooklyn College, designed for open-admissions students with poor reading skills will attempt to help students develop the sophisticated reading skills necessary to deal with the college curriculum. This preliminary report of the program, written in preparation for its pilot semester, includes course outlines…

The inservice learning module described is for teachers interested in acquiring specific competencies for teaching the English language arts and reading comprehension, especially at the middle school level. An outline is given of the five modules that comprise this product. Activities and resources involved in using the module are described, and…

To assess the extent to which syntactic and semantic information guides the reading performance of skilled and less-skilled readers in the intermediate grades, a study was conducted involving 96 fourth, fifth, and sixth grade students. The students were matched both within and across grade level on nonverbal IQ and within each grade level on age.…

Issued twice yearly, this journal focuses on materials of interest to teachers of reading at the college level. The five articles in this issue deal with the following topics: basic skills instruction, judging the success of college reading programs, the effect of copying or paraphrasing structurally-cued topic sentences on passage comprehension,…

The 1976 reading achievement scores of year 5 pupils in Queensland (Australia) primary schools were compared with the scores of year 5 pupils in 1971, using Reading Test QR5. The sample included 1,754 students in 111 primary schools. Analysis of the results showed that scores for vocabulary development, comprehension of implied meaning, and…

Nineteen students, ranging in age from 8 to 18, served as subjects in an investigation of the effect of an individualized reading tutorial program on the locus of control (LOC) and locus of evaluation (LOE) of children with reading disabilities. Over a 12-week period, the subjects received from 24 to 60 50-minute sessions of individualized reading…

Instead of urging content area teachers to teach reading skills, reading personnel should be providing them with prereading techniques designed to organize or provide experiences relevant to new concepts to be learned by students. Among the conclusions reached from a review of relevant research are that using multi-leveled textbooks in a classroom…

Comprehension monitoring was investigated by asking college students to read and recall passages that contained intentionally introduced confusions (inconsistent information, unclear references, and inappropriate logical connectives). Subjects were then told that confusions had been present and were asked to describe them and comment on how they…

When 35 high school students read a short passage either with or without a meaningful context, those students who read the passage with a context recalled more of the passage. A think-aloud procedure revealed differences in processing during reading. Readers with a context relied more on prior knowledge to understand the text than did readers…