Using reading models interchangeably with reading theories blurs the distinction between models as representations and theories as explanations. This report presents several models of reading comprehension and compares the functional purposes and research implications of selecting one model over another. The report draws the following conclusions:…

Two measures of locus of control, J.B. Rotter's I-E Scale and H. Levenson's I, P, and C Scales, were correlated with two independent measures of reading achievement in a sample of 100 college freshmen enrolled in a reading improvement program. The Rotter I-E Scale produced no significant relationships to any measure of reading achievement.…

The factor-analytic history of the isolation and identification of the mental ability construct known as verbal comprehension is traced through the psychometric literature. Examples of the most important item types which have been found to measure this factor--defined as the ability to understand the English language--are discussed. It has been…

This study measured the increase of heart rate during reading (over a baseline rate when the subject was at rest) caused by anticipation of comprehension questions to follow. It also investigates correlations between heart rate and reading speed and comprehension. Twenty-four college subjects, considered normal readers according to SAT-Verbal…

Operant magical thinking (belief that thought can significantly alter reality) and reading comprehension were examined in samples of Pupils 7 to 13 years old identified as either gifted, normal, or emotionally disturbed. Sixty-eight children were sampled in a school for gifted children, in a regular suburban elementary school, and in an in-patient…

Proposes a methodology for teaching comprehension of a foreign language in both the reading and the listening domains. (Text is in French.) (TL)

Classroom management procedures instituted to alleviate reading difficulties are not the answer and only tend to confuse the real problems. (JH)

Skilled readers read passages while their eye movements were monitored. Certain critical words were changed by the computer as the eye was in motion. Subsequent data indicated how wide the area is from which a reader acquires information during a fixation in silent reading. (Author/BJG)

This study shows that children can quickly learn and retain many new undefined vocabulary words when the words are introduced in meaningful, familiar sentences and stories. (Author/DEP)