Examines whether "social reading" can facilitate literary engagement. Indicates that social readers made a greater attempt to convey meaning than did nonsocial readers, but were less engaged with the text as literary discourse. (SKC)

Identifies previous metaphors for memory, such as Aristotle's "wax tablet" and the numerous storage and retrieval metaphors, and how storage metaphors are hampering reading research. (JC)

Recommends teaching students to use text structure clues to determine the organizational patterns of content material and instructing students to use these patterns to predict possible test questions, because many students are not aware of text structure clues and consequently do not apply them to their text reading. (SKC)

Investigates context effects on children's reading accuracy when reading words in a story context and from a word list. Notes that although many children read words in context which they could not read from lists, this result did not apply to good readers. (MM)

Examines the reading and writing concepts of two groups of low literate adults (prisoners and adults in mainstream society). Finds that both groups possess a restricted view of literacy, viewing reading as a decoding task and writing as a handwriting and spelling activity. (MM)

Presents a study in which children with low reading comprehension were taught four study activities: summarizing, questioning, clarifying, and predicting. Instruction was by reciprocal teaching whereby an adult tutor and children alternately discussed the text. States that students' accuracy on comprehension tests increased significantly and was…

Investigates the effects of prior provision of context on the reading behavior of an above-average reader. Results indicate that discussion of context, through examining relevant illustrations, answering questions, and introducing new words, significantly decreased errors and slightly increased the amount of self-correction. (Author/GEA)

Traces the literary treatment of causes and symptoms of reading disabilities through the 1960s, 1970s, and 1980s. Points out several concepts which are changing the earlier diagnostic-remedial role of classroom teachers. (ARH)

Examines the findings of effective schools research and reading research that support the view that (1) more time should be devoted to reading children's literature and (2) more than basal materials is necessary for effective instruction. Shows how teaching children's literature can improve teacher effectiveness. (SKC)

Claims that reading research and reading instruction have come no closer to each other than they ever were because the two sides have trouble communicating. Postulates that the work of teacher-researchers like Mary Heller might help link theory to practice. (SKC)

Investigates a cognitive model which proposes to account for performance in formation of a goal, selection of an information category, extraction of the information, integration of the information, and recycling until the goal of locating information in documents is met. Indicates that overall performance was facilitated by the model. (JK)

Reports discrepancies between manual recommendations and teachers' use of recommendations. (FL)

Lists the dangers of readability formulas and concludes that while they may be a necessary evil, they should not be used as the underlying structure of a reading program. (FL)

Respectively, three experiments indicate that (1) people can identify all the terminal units in stories as well as different kinds of episodic structure; (2) when attention was focused on the intermediate units, the Goal Path emerged in the judgments; and (3) the same judgments about terminal units were made even when the number of sentences per…

Contrasts the views of teachers and students concerning topic work, finding that teachers see it as more valuable than do children. (FL)