Provides information about single case experimental research methodologies, and delineates a rationale for their use in certain types of reading research. (MG)

Studies the comparative componential skill analysis across both reading proficiency levels and processing demand conditions. Finds that initial predictions were generally supported: significant variance contribution models were found for comprehension disabled readers; skill components were significant predictors; and sensitive eye movement…

Reviews a study which shows that guidance for selecting books in the classroom has increased. Considers children's self-selection strategies as a function of the instructional program. (MG)

Reports observations made to explore sixth grade students' changing awareness of the characteristics of text, self as reader and writer, and monitoring strategies during the reading and writing of narrative and expository text. (SR)

Examines two readers' images of literary characters as a basis for studying text meaning construction. Finds greater variation than commonality between the text and readers, as well as between the readers. Suggests using dialogue and rereadings in instruction to aid in developing and monitoring text understanding. (SR)

Investigates whether intermediate-grade readers' vocabulary learning and comprehension is affected by displaying texts on a computer screen that provides the meaning of difficult words. Concludes that the results support and help explain previous studies that found increases in comprehension when computer-mediated texts were used to expand or…

Uses elderly adults' median chronological age with marital status to examine how elderly adults view their reading needs as they pertain to reading skills, reading preferences, emotional awareness, and physical capabilities. Finds differences in the reading perceptions of elderly adults. (SR)

Shares information about the latest technology which offers expanded insights into the reading process and how the brain operates. (MG)

Studies the effect of sustained silent reading (SSR) on recreational reading habits after termination of instruction. Finds that SSR students read more than those not in the program, and that SSR has no impact on above average readers, great impact on average readers, and little impact on below average readers. (RS)

Examines the processing order between the comprehension of a text and the use of comprehended ideas for such thinking tasks as comparing, evaluating, and problem solving. Finds that readers with limited background knowledge read in a more linear fashion than those with extensive background, who read in a parallel manner. (RS)

Analyzes the reading levels of students and the readability levels of textbooks at selected junior colleges in Alabama during the 1987-88 school year. Shows why the disparity between textbook reading levels and student abilities causes reading problems in the classroom. (RAE)

Describes a college reading rate improvement course in which students review reading research regarding the variables involved in reading and explicitly analyze their own reading behavior. Argues that students aware of their own reading behavior can better plan their reading assignments. (RS)

Investigates, both quantitatively and qualitatively, the relative efficacy of textual and instructional manipulations on concept acquisition. Finds no significant differences among four treatment groups on concept comprehension and learning. Examines text-processing strategies qualitatively. Presents an instructional model of the construct of…

Examines the nature of third graders' responses to the literature that is read aloud to them. Documents both individual and class development in response patterns over time. Finds responding to literature fostered comprehension, discussion, and writing skills, and promoted emotional involvement with and appreciation of literature. (MG)

Compares the effects of basal and whole language approaches on the reading achievement of first grade students. Finds no statistically significant differences in reading achievement between classes taught with a basal approach or with a whole language approach. (RS)