Reviews the work of James M. McCallister, who examined content area reading in school settings in the 1920s. (FL)

Notes that while teachers see the value of reading, they personally prefer to watch television in their leisure time. In addition, they prefer to engage their students in independent activities not necessarily related to reading tasks than to encourage them to read books or listen to books being read. (FL)

French linguist Alain Bentolila answers a number of questions about his work and the work of the International Center of Continuing Education, which he directs. (FL)

Argues that making inferences is an integral part of reading comprehension. Presents classroom strategies based on current research that encourage inference skill development. (FL)

Reviews more than 60 German studies on dyslexia and summarizes their findings and their implications for remedial instruction and future research. (FL)

Suggests that integrating story maps into a reading lesson helps readers attend to details as well as to relationships between story elements before, during, and after reading. Reports findings of a study to support this belief. (FL)

Examines comprehension strategies experienced readers use to deal with very difficult text. (HOD)

Relates an experiment in which relaxation techniques and visual image training enhanced poor readers' comprehension and literal recall of narrative prose. (HOD)

Reviews citation analysis literature and explores use of citation analysis to identify core journals and indicate disciplinary structure and interrelationships of journals reporting on reading research. Use of 1980 "Journal Citation Reports" data to generate criterion for selecting high impact journals and list of 33 core journals is…

Describes a project in which children were given in-depth experiences with a range of quality stories and then were interviewed using a series of open-ended questions to obtain their responses. The project was intended to gain insight into the process by which children make sense and meaning from stories. (HTH)

Gives further consideration to the nature of text patterns and the development of reader awareness of these patterns, examines ways of teaching pattern awareness and processing, and pinpoints some issues and problems associated with reading text patterns. (HOD)

Describes a study investigating the effects of group hypnosis on the reading improvement of university students. Finds marginally significant improvement in total vocabulary and comprehension scores and greatest improvement in students with initially low reading scores. Sees group hypnosis as an efficient and economically feasible instructional…

Reviews research indicating that presenting vocabulary in semantically related clusters may improve students' vocabulary knowledge and reading comprehension. Describes how words from elementary school textbooks were divided into semantic clusters and makes suggestions for their use. (FL)

Presents results from a study that used an intensive design approach to investigate cognitive aspects of fluent reading. Cites data from the study to illustrate the advantages of the methodology for monitoring intrasubject variability in text processing. (FL)

Shows that synonymic scoring of cloze tests is highly variable--that the score seems to appear simply on who grades the test. (FL)