Concludes that instruction in notetaking, literal comprehension, and critical reading all helped to improve the social science grades of college freshmen. (FL)

Concludes that children could attend to texts selectively when reading or listening to expository prose, and when reading, but not in listening to narrative prose. (FL)

Establishes the importance of context to reading and proposes the use of context support methods to make learning to read easy for the learner. (JL)

Discusses a study in which learning disabled or educationally handicapped middle school students received a daily treatment of 20 minutes of phonics instruction and demonstrated gains on both the Wide Range Achievement Test and the Gray Oral Reading Test. (AEA)

Reports the results of a study designed to determine the extent to which fourth-grade students had difficulty answering literal comprehension questions. Suggests that expository passages of social studies content are more difficult to comprehend than narrative passages. (AEA)

Concludes that there are fewer differences in children's reading preferences between sex, age, and nationality than educators have been led to believe. (FL)

Compares the oral reading performance of nonstandard-English speaking Black third grade students, bidialectal students, and standard-English speaking students. Results showed that the oral reading patterns of the nonstandard-English speakers did not affect their comprehension of the material read. (FL)

Reports on the development of a group self-reporting diagnostic reading attitude measure designed to assess instructional and recreational reading attitudes of elementary school children within a classroom setting. Concludes that the instrument is valid, reliable, and easy to administer and score. (FL)

Reveals that the reading skills of Black fourth-grade students improved after they had received training in listening. (FL)

Concludes that a combination of two techniques--cloze and study guides--was a better instructional treatment than cloze instruction alone to improve inferential reading comprehension of content area materials, regardless of teacher or student achievement level. (FL)

Using the "top-down" view of reading as a communication act, this article describes how "stories within stories," stories with real and implied authors and narrators, create a very complex communication situation. (HTH)

First-graders taught reading by phonics or language experience approach were compared on their ability to orally decode lists of words identified as either real or nonsense words. The two groups did not differ in overall correct responses, nor were their strategies influenced by the "real/nonsense" directions. (SJL)

Investigates developmental differences in the effects of context on ongoing word recognition under conditions that placed greater demands on the readers' comprehension/memory capacity than had been the case in prior studies and examines the generality of these prior findings. (HOD)

Indicates that cultural schemata can influence how students interpret prose. (AEA)

Reports on a study that examined seventh-grade students' ability to recall prose passages to determine whether the size of the semantic processing unit increased across three orienting task conditions, thereby increasing comprehension and recall. (HOD)