Reports on a study that compared the use of the cloze procedure with an oral reading test to assess students' reading abilities, concluding that teachers could use cloze to place students in content area textbooks.(HOD)

Discusses 32 studies which address the relationship between creative drama and language skills. Also provides a chart that includes the following information on each study: drama treatment, language measurement instruments, population, control group or alternate treatment, significant results, conclusions, and other factors studied. (PD)

Concludes that teachers' questions influence both the sorts of inferences fifth-grade students draw from a text and how well they integrate the new information with what they already know. Argues that they learn best the things they are asked about. (FL)

Concludes that round robin reading is an accepted and widely used method of teaching science and social studies in the fifth grade in South Dakota, in spite of the fact that administrators and teachers doubt its value. (FL)

Reports the results of a study to determine the most frequently reviewed topics in reading research and the most frequently cited research reviews. (AEA)

Concludes that it is necessary to consider text frequency and standard frequency index and to discriminate technical words from technical support and nontechnical words to obtain a reliable indication of a science text's readability. (AEA)

Shows how teaching sixth grade ESL students the story grammar of fairy and folktales enabled them to learn to express themselves in their own fiction writing. (FL)

Reexamines the persistent reading failure of black students in light of current research in an effort to encourage new efforts to discover the real cause or causes of the problem and to provide solutions. (FL)

Describes a study that focused on measures of reading comprehension using responses from subjects during the reading process--specifically, oral reading errors. Concludes that the scores obtained adequately predicted reading comprehension performance. (FL)

Concludes that sixth-grade students taught with methods that used a structured overview to activate background knowledge, the cloze procedure to develop an inferential thinking strategy, and a self-monitoring checklist to maintain the strategy increased their inferential comprehension skills as measured by both immediate and delayed transfer…

Examines the effects of a 10-week program designed to heighten fifth- and eighth-grade students' awareness of information explicitly stated in text, implied by text, and found only in the individual's knowledge base. (FL)

Recommends that classroom teachers use Question Answer Relationships (QARs) in developmental reading programs in content area subjects. (AEA)

Reviews research on story grammar to show how crucial it is for readers of all ages to know how stories are structured. Examines implications for teaching and for choosing instructional materials. (FL)

Compares the rankings made by reading consultants and reading teachers of eight dimensions of reading attitudes. Finds significant differences in the rankings of the two groups on only three of the attitudinal dimensions. (FL)

Reports the results of a screening test used to identify fifth and sixth grade students who employ a text processing strategy based on an inaccurately constructed hypothesis about the material being read. (FL)