Presents an overview of introspective approaches to gaining insight into cognitive processing behavior and traces their application in classical psychology, cognitive psychology, second language learning, and reading. Considers the implications of these approaches for the study of the reading process. Posits criteria for designing process-oriented…

Presents 26 annotations from the ERIC database on using study guides, advance organizers, and other concept development strategies. Offers journal articles and material appropriate for secondary grades and college students. (SR)

Examines selected research showing how the components of human information processing limit reading rates. Suggests that speed reading is impossible when the intent is to understand the message communicated by the text. Discusses limiting factors in processes of word recognition, working memory, and comprehension. Discusses evaluative and…

Focuses on the development of and research into well-articulated models of reading fluency instruction that make fluency an integral part of the regular reading curriculum. Brings to light ways in which reading fluency instruction can be made an important part of and an achievable goal for the general reading curriculum. (SR)

Investigates whether a freshman reading improvement training program will produce gains in reading rate (normal reading rate, not skimming). Finds positive results for the program. (SR)

Examines the effect of key concept mapping strategies on reading comprehension and writing performance of fifth grade students using basal reading materials. Concludes that key concept mapping enhances comprehension of factual/informative text, but has no effect on written composition. Finds that literary mapping strategies enhanced neither…

Examines the influence of pre-reading instruction versus prior experience on factual and inferential comprehension. Concludes that prior experience affects factual and inferential comprehension more than does pre-reading instruction, and that younger students need to have relevant knowledge externally activated, while older students can activate…

Investigates the extent that reading aloud to children in the classroom aids them in acquiring new vocabulary. Finds that oral story reading constitutes a significant source of vocabulary acquisition, whether or not the reading is accompanied by teacher explanation of word meanings. (RS)

Examines the effects of teaching individual word meanings and deriving word meaning from context. Concludes that instruction in individual word meanings effectively teaches specific word meanings, training in deriving meaning from context improves students' ability to derive word meanings, and practice in either method leads to higher levels of…

Examines the relative importance of vocabulary difficulty and prior knowledge on comprehension of narrative passages. Finds that knowledge-based preinstruction can significantly improve comprehension of a text dealing with an unfamiliar topic, but cannot compensate for difficult text vocabulary. (RS)

Compares direct, explicit teaching of reading comprehension and current metaphor theory with the traditional approach to metaphor instruction found in basal readers. Finds statistically significant differences in favor of direct instruction of metaphor. (RS)

Investigates the differences between female and male students' retellings of a story read silently. Finds boys were more productive than girls since the main character of the story was perceived to be male. Suggests that students be allowed to self-select reading materials to maximize usefulness of previous knowledge. (RS)

Examines the relationship between word recognition ability, knowledge of orthographic structures, and use of orthographic knowledge in word recognition. Finds that children with a second grade reading vocabulary demonstrate a generalized effect of orthographic structure when searching for multiple word targets and when searching for members of a…

Investigates whether frequent story retellings with structural guidance can improve kindergarten children's use of structural elements and increase the oral language complexity in dictating original stories. Finds support for retelling as an instructional strategy. (RS)

Examines the effects of sentence underlining on retention and recall. Finds that underlining helped below average students sort out superordinate ideas, and with review added, underlining subordinate sentences increased retention of subordinate without decreasing retention of superordinate sentences. (MS)