Demonstrates that college freshmen instructed in a noncontent related reading laboratory made significant gains in both vocabulary and total reading achievement over a matched control group. (FL)

Concludes that there is no adequate support for recommending that teachers attempt to increase the incidence of a child's self-corrections when reading. (FL)

Discusses research supporting the instructional validity of three comprehension monitoring strategies: (1) summarization of text, (2) self-initiated questioning, and (3) differentiation of reader-based and text-based questions. (FL)

Reveals that traits associated with early readers from low socioeconomic backgrounds are similar to traits associated with early readers from higher socioeconomic levels. (FL)

To improve the inferential comprehension of good and poor fourth-grade readers (n=40), teachers provided instruction in (1) drawing inferences between new and existing knowledge, (2) discussing, prior to reading, events similar to the story, and (3) providing inferential questions to discuss after reading. (Author/PN)

Cautions that criterion referenced tests are no more effective at diagnosing comprehension subskills than are traditional instruments, and they may lend false credibility to the subskill approach to comprehension. (AEA)

Investigates the relationships among the speeds of word encoding, lexical access, semantic memory access processes, and reading achievement of college undergraduate students. Concludes that reading deficiencies may occur as a result of either slow semantic memory access speeds or a lack of organization of information in semantic memory. (FL)

Concludes that individuals can read unfamiliar but relatively easy material at high rates with high accuracy of comprehension, but they do not provide strong support for rauding theory. (FL)

Provides an overview of the types of reading programs found in four-year colleges, shows what research says about the different strategies used by good and poor readers in comprehending material, and reviews several existing university programs that are successful in providing instruction in these important reading and learning strategies. (FL)

Results of a study of content teachers' judgments of their students' reading abilities confirm the importance of gaining information from classroom observation. (AEA)

Examines the individual and combined effects of between-sentence cohesive conjunctions, reference (lexical cohesion), and response rhetorical predicates on college freshmen's comprehension of selected passages of scientific, technical prose. (HOD)

Describes a survey of seventh grade students' reading attitudes. Presents interviews with three of the surveyed students in which they each describe a book they have read and their response to its special meaning. (HTH)

Three experiments were conducted to examine the relations between retrieval and encoding in a levels-of-processing framework. (Author/RM)

A variety of approaches to the teaching of reading have been applied in primary classrooms. While much information is available on the teaching of reading in the early years, little is forthcoming to guide teachers of older students. This qualitative research served to identify the beliefs and pedagogies of two experienced year seven teachers in…

The last 25 years have seen tremendous advances in the study of the reading process and reading acquisition. The growing body of knowledge on the reading process and reading acquisition has applications to such important problems as the prevention of reading difficulties and the identification of effective instructional practices. This book…