Describes the information gained during a study of 11- and 12-year-old remedial readers. Reflects upon the ways in which adolescents who are considered to be underachievers as readers' perceive their own reading abilities. (MG)

Finds that, in a multicomponent, computer-supported study environment, students using the computer study tools demonstrated a substantial performance advantage; however, they limited their activities almost exclusively to reviewing multiple-choice questions, and tended to be students with higher grade point averages who were prone to use…

Argues for a reevaluation of the unexamined, unacknowledged assumption that narrative or story is primary--that children's abilities to understand and compose stories precede their capabilities to understand and use nonstory, informational written language. Finds that children were just as successful in reenacting the information books as they…

Examines censorship of children's books in 36 school systems in Michigan. Reveals 79 censorship attempts of which 22 were successful during a 5-year period. Finds that adequate school policies and procedures regarding both censorship and the selection of books to be placed in libraries and classrooms are still lacking in a number of school…

Determines the nature of time constraints under which readers generate superordinate goal inferences. Provides support for a global-coherence model of inference generation which argues for the importance of causal information in constructing a coherent text representation. (HB)

Investigates the hypothesis that one of the processes used in situation model development is an inferential process in which the reader employs knowledge to form expectations when predictive text opportunities arise. Suggests that predictions are available to the reader at an abstract level of representation. (HB)

Outlines three basic views of how readers infer causal connections and how they generate causal inferences. Evaluates these three hypotheses with reference to current research in the field. (HB)

Discusses the differences among current researchers interested in inferences, including the types of inferences studied and the methodologies used. Presents a theoretical and methodological framework for organizing empirical investigations of inferential processes of reading. (HB)

Considers the difference between commonplace inferences versus more elusive inferences in reading processes. Claims that higher level inferences may be restricted in part because they do not operate in response to simple memory symbols but depend on complex compositional representations not always available. (HB)

Suggests that the term "inference" itself has had a negative effect on the study of how information is elaborated and reduced in text processing. Discusses some of the current views of inferencing in text comprehension. Suggests viewing information reduction processes within the same framework as information accretion. (HB)

Finds that story props had a positive effect on four- and five-year-old children's retelling of a story, improving the number of words used and t-units produced. (SR)

Explores the development of students' knowledge of the meanings of 10 common English suffixes. Finds that knowledge of the meanings of the common English suffixes underwent significant development between fourth grade and high school. Notes that the test can be used to identify students who have particular difficulties with English suffixes. (RS)

Discusses current research concerning questioning strategies used by classroom teachers. Surveys five important studies which demonstrate disagreement among researchers but which all show the value of prereading questions and questions considered during reading. (HB)

Examines poetry preferences of young children from a historical perspective and from a recent study conducted by the authors. Makes recommendations for building bridges to lasting poetry interest. (SR)

Provides the reactions of Louise M. Rosenblatt, a key figure in the field of reader response criticism, to the developments in reading, writing, and critical theory in the 1980s. Gives a brief personal history of Rosenblatt and the field. Describes her transactional theory and interpretations of it by other critics. (HB)