Examines contributions of vowel signs in reading Hebrew on memory and comprehension. Finds that vowel signs speeded up recognition memory of words in third graders, and improved recall of words printed in the context of mixed lists in sixth graders. Finds also that vowelization improved memory and comprehension of some prose texts. (RS)

Compares English-text reading speeds and oral-reading quality ratings of American university students to three groups of adult Asian English-as-a-Foreign-Language (EFL) college students in America. Finds that, at least concerning Chinese or Korean, differences in EFL word reading were associated less with type of first-language orthography than…

Presents a modified replication of Austin and Morrison's classic 1963 study of the status of U.S. public school elementary reading instruction. Discusses how school and classroom libraries in the 1990s are more prevalent and better equipped, and how changes in programs and philosophy are common in the late 1990s, unlike in the 1960s. Appends the…

Examines and describes the intertextual connections made by young children in several primary classrooms in order to identify (1) the interpretive moves afforded by these connections, and (2) how these connections developed the children's literary understanding. Outlines some approaches to the topic of intertextuality and relative research. Draws…

Presents a study that compares the efficacy of the two formulas: Reading Comprehension = Decoding x Listening Comprehension, and Reading Comprehension = Decoding + Listening Comprehension. Presents a second study that explores whether adding another factor, speed of processing, to the "Simple View of Reading" formula improves its ability to…

Investigates the effect of vowels on reading accuracy in Arabic orthography. Finds that vowels had a significant effect on reading accuracy of poor and skilled readers in reading each of four kinds of texts. (NH)

Investigates differences between college students' reading and listening processes in conjunction with variation in oral-based or literate-based language style. Finds that: listening required less cognitive effort than reading, irrespective of language style; listeners and readers alike best comprehended oral-based discourse; and that reading was…

Draws on social constructivist theory to present principles of reading instruction for struggling readers. Focuses on three social constructivist-based components that have been used successfully with struggling readers to enhance their reading instruction: a responsive literacy environment, explicit comprehension-strategy instruction, and time…

Tests use of CD-ROM storybook programs' effects on preschool children's emergent literacy--73 Head Start four-year-olds, divided into experimental, control, and well-read-to control groups used CD-ROM programs for eight weeks. Indicates CD-ROM storybook programs may have a significant effect on emergent reading skills of children not well-read-to…

Examines school and classroom factors that moderated gender and home language gaps in reading achievement of New Zealand students. Uses data from the International Association for the Evaluation of Educational Achievement survey to examine comprehension and word recognition scores of nine-year-olds. Shows that the magnitude of the gender gap and…

Investigates the historical nature of hypertext research on reading and writing. Examines selected literature published between 1987 and 1994, showing that this literature does not move beyond asserting "opportunity" and "potential" when describing the use of hypertext in the writing classroom. Proposes a theoretical and pedagogical agenda for…

Uses the think-aloud method to create profiles of three bilingual, English-dominant, Spanish-speaking underprepared first-year college students and to distinguish the characteristics of the more and less successful readers among them. Notes similarities as well as considerable variations in the reading behaviors of the three. Discusses ways…

Studies word learning in predictable text by investigating three important factors in facilitating young children's word learning: the reader, the text, and the task. Offers specific suggestions for teaching. (SR)

Presents a review of the literature on reader-focused text evaluation. Gives an account of the document characteristics that can be evaluated and considers the possible functions of evaluations making a distinction between verifying, troubleshooting, and choice-supporting research. Presents an overview of methods appropriate for the various…

Analyzes the results of using focus groups for the evaluation of a safety manual for a large chemical company. Discusses the main advantages and disadvantages of focus groups. Describes how this method was applied in the specific situation and discusses the value of the method. (SG)