Identifies the reading needs of two-year college students and examines teaching techniques that are designed to help meet those needs. (DF)

Describes a project that (1) developed a teacher training curriculum intervention program to create classroom environments conducive to children's literacy development, (2) ascertained the degree to which teachers were able to implement such a program, (3) discerned the observable factors which characterized implementing classrooms, and (4)…

Finds that kindergarteners in schools where children tend to succeed owned far more books and were read to at home far more often than were children in less successful schools. (FL)

This experiment explored relationships between seven to eight-year-old children's reading comprehension skills and inferential and constructive processing, and between verbatim text recall and ability to make inferences. Skilled readers were more successful at answering questions from memory, but less skilled readers' performance on literal…

Reports on a study that investigated the changes in roles and activities of reading specialists in an in-class program as compared to the pull-out program they had previously run. (FL)

Prospective teachers report levels of expected use of informal reading inventories that are substantially higher than the level of actual use reported by experienced teachers. (FL)

Describes and assesses different explanations for the low reading achievement level amongst Afro-American children and critiques traditional attempts to remedy this dilemma. Recommends a holistic approach that fuses cultural difference and social structural approaches to reading and acknowledges that motivational processes are central. (RDN)

Concludes that less proficient readers, in general, are less able to use graphophonic cues and may rely more on contextual cues than proficient readers.

Examines the story comprehension patterns of good and poor sixth-grade readers across four modality combinations for input and output: listening-oral recall, reading-oral recall, listening-written recall, and reading-written recall. (HOD)

The primary question raised in two experiments was whether instructing fourth-grade students about different sources of information used when answering comprehension questions would enhance their performance on a comprehension test. The answer was yes. (HOD)

Discusses the literature on children's early thinking about written symbols and offers suggestions for teachers seeking to extend that thinking. (FL)

Concludes that an age change in the differential retention of relevant and irrelevant information, when questions are known beforehand, is not necessarily contingent upon a similar age change in attention allocation, as measured by the recorded viewing time. (FL)

Reports that, as a group, elementary school teachers in one large school district felt that they must teach beyond the basic textbook to enable gifted students to reach their potential. (FL)

Concludes that Round Robin Reading is a widely used method of teaching science and social studies in the intermediate grades. Discusses the effects of this method of instruction and provides alternatives for it. (FL)

Reports on a study providing evidence that prior knowledge influences the comprehension of texts and that the effect is not because of contrived materials or other validity problems. (FL)