Fifth-grade students (N=111) read a short, nonnarrative passage and wrote answers to a set of textually explicit (TE), textually implicit (TI), schema-based (SB), or text irrelevant (CONTROL) questions. Results indicate that TE and TI questions promote text-based question-answer interactions; SB questions promote both text-based and schema-based…

The cued forgetting of reading-delayed boys was compared developmentally with that of normal reading agemates. First-, third-, and fifth-grade boys were presented with slides of common objects. Remember (R) and forget (F) cues followed each picture. Differentiation between R and F items increased as a function of developmental level and reading…

Reports on the effect of remedial reading instruction varied by length of individual sessions and total number of hours. (FL)

Examines one section of "The Review of Research in Education" for 1983 for ideas or information helpful to reading teachers. (FL)

Defines comprehension monitoring as a metacognitive process that is affected by person, strategy, and task variables. Reviews research in the area and draws conclusions based on that research. (FL)

Comments on the nature of taxonomies in education generally and in reading specifically. Examines alternatives to taxonomies as they are traditionally used in reading instruction, and proposes a number of comprehension strategies to use in conjunction with the Thomas Barrett Taxonomy of Reading. (FL)

Reports the results of research into reading interests of 16- to 19-year-old students. Reveals that adventure books rank highest with this group. (JL)

Covers some of the issues and procedures used in conducting meta-analysis, a comprehensive and quantitative method for reviewing research, and includes a review of completed meta-analysis in reading. (HOD)

Examines trends in reading instruction, suggesting that some approaches are responsible for children's reading difficulties. Looks at research suggesting ways to bridge the gap between reading experiences that take place in the home and those that occur in school. (HTH)

Discusses research and instances of children learning to read and or write in the home without formal instruction, tracing the development of such natural literacy. Argues that literacy is primarily a social process, involving both teaching and learning. (HTH)

Evaluates the efficacy of the "levels hypothesis" (the prediction that ideas residing at superordinate positions in a text hierarchy are most memorable) as a suitable descriptor of children's reading comprehension of expository prose. (HOD)

Concludes that not all functions of oral language develop to the same extent in readers and nonreaders and that this is not related solely to IQ. (FL)

Reviews the research by Louise Rosenblatt and suggests how it can be used by college instructors. (HOD)