Indicates that frequent one-to-one story readings in a school setting increased the number and complexity of comments and questions from a group of four-year-old children of low socioeconomic status. (ARH)

The verbalized thinking of two sixth grade children while reading is analyzed using schema theory. An outline of a critical thinking theory is given and contrasted with schema theory. Conclusions for reading theoreticians are discussed. (MT)

Suggests that reciprocal teaching (interaction of novices and experts in explicit, overt demonstrations of strategy use) is a successful way of increasing comprehension scores of students. Outlines the theoretical underpinnings of reciprocal teaching and reviews research examining its effects on comprehension disabled subjects. (MM)

Concludes that subjects' success in deriving the meanings of unfamiliar words was affected by prior experience with related words and by the strength of the surrounding sentence contexts, but that they did not combine the two information sources to yield higher vocabulary scores than obtained with either source by itself. (FL)

Indicates that subjects spent more time reading important information than unimportant information and that, when processing time was limited, extra cognitive effort was allocated to accomplish the same result. Finds that important information was also recalled better, confirming the "levels effect." Reports three experiments supporting…

Critiques the use of regression procedures in which researchers use a number of independent variables to explain reading comprehension. Discusses the problem of simultaneous equation bias and provides examples of how this problem may give researchers a distorted picture of the comprehension process. Offers an approach for dealing with the problem.…

Argues that the topic sentence can be a valuable rhetorical strategy. Examines the origin and development of the topic sentence concept, considers twentieth century criticisms of the topic sentence, and argues that readability research on the topic sentence and schema theory supports the value of using topic sentences in expository prose. (HTH)

Argues that while computers have the potential to become important in the teaching of reading, the computer revolution cannot happen until support is provided to prepare teachers to use microcomputers and to integrate software into regular reading programs. (FL)

Suggests that metaphors in text are processed differently from literal language. Indicates that more information was remembered when the context did not contain metaphors and when the target paragraph was more important in the hierarchy of the passage. (NKA)

Investigates the effects of breakdowns in referential and factual coherence on text comprehension and reveals that the processing of factually inconsistent information hindered other information in passages. (FL)

Notes the continuing shortcomings of reading research, in spite of the best efforts of many able persons. Theorizes on the reasons for these failures. (FL)

Annotates trade literature dealing with children or adolescents who are both handicapped and members of a minority group. (FL)

Describes an experiment that studied reading comprehension of French. Concludes that an advance organizer (introductory material to a reading selection) helped lower-ability students and aided the comprehension of more complex texts. (SRT)

Notes similarities and differences of the two national reports and summarizes the main points of the American report. (FL)

Concludes that classroom teachers can articulate theories of reading outside the school, but that their actual instructional practice is governed by a complex set of contextual factors. (FL)