Examines the relationship between the number of cohesive ties in a passage, as defined by M. Halliday and R. Hasan, and free and prompted recall scores. (HOD)

Yields evidence of reading proficiency and age/experience effects on the use of lookbacks (retrievals of information presented in an earlier segment for correct responses to comprehension questions). Supports the pronounced good comprehender-poor comprehender monitoring differences found in earlier research. (AEA)

Concludes that adjunct questions can significantly improve low achieving high school students' reading comprehension. (FL)

Reports that no significant differences in comprehension were found between an experimental group of seventh grade students that read selected passages from an appropriate science textbook containing built-in aids and a control group that read the same passages without aids. (FL)

Reports the findings of an investigation into the relationships among college readers' reading achievement, vividness of visual imagery, and reading attitudes. Concludes that a small but significant negative correlation exists between the achievement and imagery variables and that a moderate partial correlation exists between imagery and attitude…

Results of two studies in Australia indicate that matching cloze exercises adequately measure reading comprehension skills of secondary ESL students. (MKM)

A study was conducted to investigate the reading habits and self-perceptions of teachers in various stages of their careers. Results indicated that preservice teachers read three times as many books as practicing classroom teachers and almost twice as many as graduate students in reading. (MKM)

Concludes (1) that both learning disabled and "normal" primary school students can learn automatic prime contrast relationships of space, time, and amount and (2) that what they learn remains with them over time. (FL)

By classifying questions asked into categories of form, content, and affect, this analysis interprets Alan Purves' 1979 reanalysis of student responses to literature in a 1973 study. Notes that students emphasized form when viewing literature in the abstract, but that they looked at individual stories in terms of content and affect. (MKM)

Describes research conducted at the Institute for Research on Teaching at Michigan State University in two areas: (1) reading diagnosis and remedial reading instruction, and (2) teachers' conceptions of reading. (GT)

Groff argues against an IRA (International Reading Association) position statement assertion that no single method is the best for teaching reading, claiming that the phonics method results in the greatest reading achievement. The IRA Board of Directors replies that the position statement appropriately reflects the diverse views about reading held…

Suggests a modified form of miscue analysis that avoids the confounding effects of the reader's ability to use graphic information. (FL)

Describes a study that examined the classroom behavior and reading achievement of elementary school children placed on the Feingold food additive elimination diet. Concludes that children who remained on the diet for six months became less impulsive but did not raise their reading scores significantly. (FL)

Concludes that performance on selected items of a reading comprehension test can be predicted on the basis of performance on Piagetian classification tasks, even when other factors are controlled by a highly parallel subtest. (HOD)

Analyzes a commercially marketed reading comprehension kit and concludes that the multiple-choice comprehension questions assessed students' test-wiseness and general knowledge rather than their comprehension of the passage to which the questions referred. (AEA)