Results of a study show that reading and listening comprehension depend on the same language processing skills and that localized processing skills, not global organizational skills, are a major source of individual differences in language processing. (JM)

Results of study show that students' entry levels of reading competencies were the best predictor of reading achievement, but that the self-concept scale and the work-values inventory each accounted for about 13 percent variance. (JM)

Reports on an investigation of the effect of syntax on the comprehension of written English by Thai college students who have studied English as a foreign language. (HOD)

Discusses the compensatory and regular reading programs examined by the Educational Testing Service. (HOD)

Black ninth graders did better on a black-dialect reading test than on the standard English form of the same test. (MM)

Describes one element of the reading act as it operates in time--how "good-enough" readers of complex fiction strike a personal balance between the need for momentum and the need for accountability to the text. Draws from protocols provided by 33 readers, from eighth grade to Ph.D. level, following two readings of a novel. (PA)

Describes development and validation of the Reading Strategy Use (RSU) scale which assesses cognitive and metacognitive strategy use. Assesses discriminant validity of the components of metacognition and cognitive strategy use. Confirms, through several studies, validity and dimensional nature of the scale. Finds that the RSU scale shows high…

Conceptualizes cohesion as contextually adapted clause level redundancies and focuses on emergent literacy. Analyzes 96 texts for indices of context/register appropriate cohesion and wording choices. Finds significant income and emergent reading category main effects. Suggests developmental patterns and an identifiable level of code-switching…

Compares matched groups of normal and poor readers of Dutch. Assesses the way normal and poor readers automatically process phonological and orthographic incongruencies when comparing singular and plural of nouns. Investigates the automatized processing of uppercase-lowercase letter incongruencies. Concludes that poor readers not only have…

Describes a two-year study of 76 prereading children, examining relationships between phonological awareness, verbal working memory, and the development of reading and spelling. Indicates that phonological awareness predicted later reading and spelling even when simple and backwards repetition were controlled. Suggests that verbal working memory…

Outlines what educators and academics describe as the "power" of children's literature and multicultural children's literature, which includes African American children's literature. Explores what four African American third-graders have to say about the "power" of six African American children's books. Concludes with the…

Videotapes 96 middle-income parent-child dyads as they shared an unfamiliar book together. Suggests that parents' utterances varied in systematic ways and that the predominant pattern within this sample was one of limited numbers of extratextual utterances during the sharing of an unfamiliar book. Notes that these findings have implications for…

Presents an action research project that investigated reciprocal teaching's effect on reading comprehension in the content areas. Considers reciprocal teaching's benefits for students, instructional strategies, its effect on literature circles, and its use in content areas. (SG)

Reviews recent research findings concerning the benefits of Readers Theater for building oral reading accuracy and fluency and identifies key guidelines for instructional implementation. Presents recommendations and conclusions that place the focus on guidelines for classroom teachers who might want to experiment with Readers Theater as they work…

Examines what other researchers have found about motivational factors; discusses a reading survey of students in grade 3, 4, and 5; and describes a reading program that the author instituted in his room. Indicates that students want the chance to read with others, even during silent reading. Considers how using rewards affects students' reading…