Studies indicated that a single experience of retelling a story after listening produced a small improvement in kindergarten children's comprehension and that this effect could be increased by frequent practice and guidance in retelling. Appended are a story reading and retelling guidesheet for students and directions for guiding retellings for…

Examines some national surveys that are in the ERIC data base that provide information about the reading habits and preferences of American readers. (HOD)

Attempts to show in detail how the human literary activity called literary interpretation consists of personal selection and use of communal tools. (CRH)

Reviews studies dealing with dyslexia, reading development, and reading materials and interests. (DF)

Discusses the nature of cohesive relationships and the contribution of cohesion to comprehension in determining the role of cohesion in written text. (DF)

Describes a study conducted by Ron Carver that compared the reading rate and comprehension of speed readers with superior readers. (HOD)

Reading rates and comprehension measures that probed recognition of various levels of text structure were collected for passages read orally and silently by 16 college students. Results showed that memory traces of text microstructure created in oral reading were accessed faster during memory-based comprehension tasks than traces established by…

Finds that even young babies can attend to books being read to them and provides some guidance for a successful book-reading experience. (FL)

Presents the background, design, research, and possible uses for the Cloze Story Map, which combines the elements of cloze with a story-mapping strategy to represent the structure and semantic content of both narrative and expository text. (FL)

Comments on how reading research studies sometimes work their effects in wonderous ways. Illustrates this in humorous reviews of several recent research reports. (HOD)

Concludes that beliefs about reading influence teachers' decisions about the importance of reading outcomes typically taught in the elementary grades, and that teachers who hold student-centered reading beliefs are not likely to value instruction that focuses on decoding. (FL)

Explores the possibility that literary theorists and reading researchers are unconscious of each others interests, goals, and assumptions. Seeks to explore how the gaps between these two areas might best be bridged. (EL)

Concludes that about 10 percent of stories in a basal series (grades one through eight) showed a character reading something for either information or pleasure, but seldom as an important part of daily life. Argues that basals could set a better model of the value of reading. (FL)

Reviews ERIC resources dealing with direct instruction in reading. (FL)

Describes a study that investigated how young readers respond to text when a teacher uses an anticipation exercise within the framework of a small or large group discussion. The dynamics operating in classroom situations that use anticipation in small or large group contexts are observed and described. (FL)