Finds some evidence that out-of-level tests are more suitable and reliable for poor readers than are on-level tests. (FL)

Describes observations of mother-child dyads during reading aloud events. Traces the changes in the mothers' interactional strategies as the children grew over the six-month period, and the mothers adapted to the experiential, linguistic, and literacy background of the children to construct meaning from the text. (HTH)

A study investigated the singular and combined effectiveness of phrasing and repeated readings (practice) on the recall of idea units and narrative categories of fifth grade good and poor readers, concluding that practice rather than phrasing proved to have the most facilitating effect on poor readers' recall of idea units but not narrative…

Concludes that the keyword method is effective means of vocabulary learning in the college classroom. (FL)

Discusses factors that foster the development of young voluntary readers. Reviews studies that describe home and school characteristics that encourage voluntary reading and stresses the importance of providing young students with a rich literary environment in the classroom. (FL)

A study of the first grade books in two basal series, compared with typical storybooks, shows that the amount and type of picture-dependence varies, even over the year. (FL)

Indicates that the format and use of the informal reading inventory need to be modified in order to address recent research findings of schema theory, text analysis, and metacognition. (FL)

Describes a revised readability formula for Vietnamese that differentiates between Vietnamese and Sino-Vietnamese compound words and discusses its validity and reliability. (HOD)

Investigates the relationship between field dependence-independence and the comprehension test scores for expository and literary text types and examines the relationship between text structure and reading comprehension. (FL)

Examines the effect of refutation text structure (text that contrasts correct ideas with incorrect ones) on students' misconceptions of Newtonian mechanics, noting that refutation text is efffective in getting students to change their prior misconceptions. Also suggests two ways to help students abandon misconceptions that are not refuted in a…

Criticizes the report of the Commission on Reading for its biased selection of research and its poor synthesis on whole language approaches. (FL)

Reports on three experiments designed to investigate K. Goodman's finding that children read words better in context than in isolation. Concludes that Goodman was wrong about the effects of context on word recognition, and that what seems to separate good from poor readers is the ability to decode words independently of context. (FL)

Uses a proofreading task to investigate whether function and content words are processed differently in a text. Concludes that misprints are hard to detect in words that retain the original shape, short words prevent detection of misprints more than long words, and that there is an interaction between word type and length. (HOD)

Summarizes award winning research reports dealing with (1) learning disabilities and reading; (2) teaching critical reading in Brazil; (3) culture, language, school, and literacy; (4) the development of discourse-synthesizing abilities; (5) the acquisition of word meaning from context by high and low ability children; and (6) reciprocal teaching.…

Describes a study that investigated whether the structure of the materials children encounter and the abilities and experiences they bring to the act of reading affect the ease with which they comprehend the text. (FL)