Reports on research showing that the use of a process-oriented writing program did not improve students' reading ability. (DF)

Examines the relations among general language competency factors such as word knowledge, comprehension, and paradigmatic/syntagmatic reasoning, and college developmental readers' ability to interpret two text formats designed to elicit either a literal or figurative interpretation. (DF)

This review found that providing reading and study-skill instruction in the social studies curriculum can raise achievement scores in both reading and social studies to higher levels than what pupils would achieve without instruction. In those treatments that were successful, teachers played an important role. (Author/PN)

Discusses findings from a questionnaire survey of 622 biology teachers on: (1) how accurately they can judge readability of instructional materials; (2) what factors they consider when judging readability levels; and (3) if they considered differences in students' reading ability when selecting reading materials for them to use. (JN)

Discusses cognitive processes readers engage in when comprehending instructional text and identifies familiar devices utilized by authors of instructional materials to support each of these processes. Included are appropriate vocabulary and sentence syntax use for intended audience; listing instructional objectives; and use of hierarchical…

Reports on a study that surveyed upper primary class children to determine how widely they read, who their favorite authors are, how they choose the books they read, where they obtain them, and who they talk to about them. (HOD)

Concludes that middle school and high school students are rarely involved in discussions (as opposed to recitations) of their content reading assignments. Includes three sources of information for helping teachers help their students learn from text. (FL)

Replicates a 1977 study and reaches similar conclusions: specifically, that schematic interpretations have a high relationship to prior knowledge. (FL)

Reaffirms the relationship between classification and reading and supports the emphasis on the substrata factor theory on classification and superordination in particular. (FL)

Discusses the use of analogy strategies, which involve comparing word parts to other known words, to teach reading. Reports on a study that showed positive effects from teaching analogy strategies to second-grade students and to learning disabled fifth-grade students. (FL)

Using evidence drawn from classroom observations of grades eight and 11, the article addresses the question: If content area teachers are not implementing the methods that reading educators suggest, what are the characteristics of existing instruction? (HOD)

Analyzes the research on how readers use text patterns to understand writing and identifies five text patterns found in both school texts and work texts. (HOD)

Reports on the reading processes of seven research physicists using data gathered from a series of interviews and observations. Reveals reading processes permeated with individual purposes and schema. (FL)

Examines whether eighth grade students acquired measurable knowledge about unfamiliar words while reading natural text. Suggests that incidental learning from context accounts for a substantial proportion of the vocabulary growth that occurs during the school years. (HOD)

Indicates that the test knowledge of teachers, administrators, district personnel, and legislators is limited. (FL)