Concludes that the general theory of text processing proposed by Kintsch and van Dijk is able to account for the memory of radio news bulletins in a number of respects. (FL)

Use of cognitive capacity was measured during reading of text in six experiments. Results were consistent with a comprehensibility theory stating that when more meaning is produced in reader's cognitive system while reading a text, more cognitive capacity is filled by reading it. (FL)

Concludes that the reading interests of gifted intermediate grade students do not differ greatly from those of children in general, with most preferring mystery, adventure, and fantasy materials. (FL)

Investigated the influence of reading time and words read per minute on the literal and interpretative comprehension of primary school students in Nigeria. (FL)

Examines nine basal series to determine the number of stories featuring ethnic groups. Concludes that no one series offers more ethnic content than another. (FL)

The commonly slower reading rate in the second language of fluent bilinguals is found to have a counterpart in slower rates of listening comprehension. The implications of this finding for second-language reading research are discussed. (MSE)

Shows that Dutch children acquire and use lexical entries containing specific information about visual-orthographic structure quite early, even after only six months of formal training in reading. (FL)

Discusses the notion of schemata in theories of reading comprehension: what they are, how they might enter into comprehension, and the two kinds possibly used by readers. Explores teaching implications, using examples for literature classes. (FL)

Subjects were better able to read essays in good rhetorical form with explicit structural cues than essays in bad form without cues and in deviant paragraph order. Differences depended upon whether the test evaluated macro- or microprocesses (global or local comprehension). Comprehension strategies involving rhetorical cues are discussed.…

Argues that the results of oral reading tests may be interpreted as being more precise and reliable than is warranted and that the amount of error in the results of these tests may make them more variable than is typically assumed. Recommends ways to improve the interpretation of oral reading test scores. (FL)

Evaluates the practicability of the Singer Eyeball Estimate of Readability (SEER) techniques with 32 college students. Reveals that only two of the students met SEER's criterion for being considered acceptable judges. Concludes that the criterion is overly stringent and proposes a revised criterion designed to make the SEER technique more…

Reviews recent research on the skill of drawing inferences in reading and concludes that inference drawing plays a major role in reading comprehension. Offers recommendations for teaching inference in the primary grades. (FL)

Reviews research concerning the characteristics and behaviors of teachers who are effective classroom managers. (FL)

Discusses previous articles in this journal issue and addresses issues concerning the acquisition of specific social knowledge. (FL)

Suggests that chunking might improve the reading comprehension of good as well as poor readers. (FL)