Describes a study of third- and sixth-grade students indicating no differences in comprehension between story reading on a page and on a computer screen, and that students were more interested in the story while reading from the screen, but that the story was more difficult in this condition. (HTH)

Using a counterbalanced order, 34 learning disabled students were given the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. When scores in reading recognition and comprehension subtests were compared, Peabody scores were higher, indicating that fewer students were certifiable as learning disabled by Peabody scores than…

Provides guidelines for using action (pop-up) books of rhymes and tales to help children develop prereading skills and a sense of story structure. (AEW)

Summarizes five theories explaining the relationship between word knowledge and comprehension of text in native language acquisition and explores possible implications for second language researchers and practitioners. (Author/CB)

Describes a prototypical adjunct reading program which was used for two summers with high-risk students about to enter a private, medium-sized university. The program, "Strategies for Learning," provides instruction in 14 specific strategies for comprehending college texts, understanding course syllabi, taking notes, and organizing…

A mapping strategy for thinking critically about expository text, focusing on the passage's main idea, major supporting points, other viewpoints, reader's conclusion, and relevance to a contemporary situation, was effective in improving reading comprehension of four high school sophomores in a remedial reading class and two mildly mentally…

Investigation of the relevance of student background discipline (185 college students studying science and technology, biology, and humanities and social science) on tests of reading comprehension in English as a foreign language found that content area passages do affect student performance on reading comprehension tests but not as greatly as…

Elementary school children's ability to monitor other children's reading comprehension was examined through the use of a cloze test. Considered were children's ability to correct other children's errors, differences attributable to reading ability level, and the effect of context distance on task performance. (MSE)

Discusses pedagogical implications of recent theory and research on response to literature. Contends that now teachers must be aware of readers, the text, and the context in which a text is read and discussed. (MS)

Considers current research on reading in a second language from five points of view: (1) the reader's role in light of new models of language and textual meaning; (2) revised definitions of textual meaning and reader processing; (3) reader processing of schemata; (4) relationship between second-language competency and reader strategies; and (5)…

Details events from the experiences of two young children as they learned written language. Concludes that children need to have a say in why and what they are reading. (FL)

Teaching organizational strategies to language-disordered children can improve comprehension and formulation of written language. The semantic organizer approach involves activating and organizing prior knowledge, understanding text structure, and developing organizational strategies with both a verbal component and a graphic-structure component.…

Applied simple difference and regression methods for determining discrepancies between Intelligence Quotient (IQ) and achievement to second- and fifth-grade IQ, reading and math achievement scores. Simple difference discrepancies covaried with IQ and produced disproportionate ethnic representation for both grades in reading and for second graders…

Suggests that children, even in early elementary grades, can grasp basic elements of children's literature using a spiralled sequence story curriculum, which helps them examine types of character, such as the trickster; elements of plot, such as the journey; and generally see patterns in the stories they read. (JC)

Listening and reading comprehension are seen as problem-solving activities, which require instruction in thinking skills. An instructional technique, reciprocal teaching, is conducted as a group problem-solving activity to teach remedial and special education students to predict, question, summarize, and clarify while reading and listening to…