Identifies the ethnicity of characters found in the Newbery Medal books (1922-94), analyzing the characterization of the racial and ethnic groups represented. Discusses how such books can be used effectively in multicultural education. (SR)

Investigates the effects of goals and goal progress feedback on reading comprehension self-efficacy and skill. Shows that remedial readers benefit from explicit feedback on their mastery of a comprehension strategy. (MG)

Reviews the literature relative to the theory and practice of literature-based reading instruction. Cites studies that support a holistic, literature-based approach to reading instruction. Suggests that more studies are needed relative to the implementation of literature-based reading programs. (PRA)

Examines the effects of efferent and aesthetic teaching approaches on undergraduate students' responses to literature. Finds differences in the nature of responses, as well as a preference of treatment approaches, and a significant interaction between teaching approach and text. (PRA)

Provides a conceptual framework for the definition of critical thinking terms. Describes the results of an experimental study designed to improve high school students' abilities to clearly state and adequately defend generalizations. Finds that results suggest a useful conceptual framework and instructional format for teaching aspects of critical…

Encourages educators to read abstracts and reviews as a way to bridge the gap between the knowledge base gleaned from reading the original studies and operating solely on common sense and practical experience. (MG)

Describes several distinctive discourse features of typical information books written for young children by comparing them to book language in typical storybooks. Analyzes four kindergartners' repeated "pretend readings" of three typical information books to reveal the strategies by which these children learn the characteristic…

Discusses visual perception, especially with regard to lighting, as a prime factor in reading ability or disability. Argues that research indicates that improved lighting can help correct reading disorders in students. (HB)

Assesses prior knowledge and involvement in high school readers whose backgrounds would seem to match the possible interpretations of an ambiguous text. Finds that (1) prior knowledge resulting from actual group membership exerted only a modest effect on interpretation; (2) readers' level of involvement predicted text interpretation reliably; and…

Examines and defines concept maps, describes how concept maps are constructed, and explains why concept mapping is a workable tool for meaningful learning and understanding. Compares concept maps with objective and essay exams and offers evaluation/scoring suggestions. (RS)

Investigates whether cognitive skills training influences college students' calibration of comprehension. Finds a significant correlation between students' judgments of their comprehension and performance on an objective comprehension test. Suggests that brief cognitive skills training can temporarily alter "normal" calibration of comprehension.…

Compares children's learning from structurally equivalent television and print versions of two stories. Finds that children invested more mental effort in reading than watching television, but the reverse was found using reaction time as a measure; inferential learning does not go better with print at all times; and television and print are not…

Considers whether causal antecedent and causal consequence inferences are generated on-line during comprehension and also determined the time course of their activation. Supports a bridging model of inference generation, since causal antecedents were generated online, whereas causal consequences were not. (HB)

Investigates whether spatial situation models are constructed in naturalistic story comprehension. Claims that, during normal reading, readers are not very much engaged in constructing, maintaining, and updating a spatial situation model. (HB)

Considers what factors and circumstances empower readers to give a text life, value, and validity. Argues that empowered readers are situated readers, are focused on their concerns, and strive to be self-aware and other-aware. (HB)