Concludes that there is a relationship between imagery level and comprehension and that imagery level of text can be determined "a priori" of pupils reading text. (FL)

Describes a comprehension questioning strategy, based on R. Stauffer's Directed Reading-Thinking Activity, that enhances students' use of reasoning on the basis of prior knowledge. (FL)

Provides a rationale for the reading/writing connection through a brief review of research and describes Questions into Paragraphs (QuIP), a three-step procedure designed to improve expository awareness. (FL)

Concludes, among other things, that teacher-set prereading purposes in a basal reader directed reading activity have a definite value and should not be treated lightly nor implemented casually by teachers as they do seem to facilitate comprehension and that basal reader teacher guides should do a better job with regard to such purposes. (FL)

Examines the tasks of authors, of readers, and of teachers in assisting readers to make use of prior information as they read. (FL)

Reports a study of reading instruction in low-ability basal reading groups. Develops and validates a procedure for effective use of oral reading, which, in contrast to practices recommended by basal reader publishers, focuses on reading comprehension and encourages development of fluent, expressive writing. (Author/NH)

According to studies using the Degrees of Reading Power system for estimating readability, most high school graduates cannot read at a level enabling them to understand much of what they read in newspapers, periodicals, work-related documents, or many high school texts or tests. (PGD)

Analysis of deaf college students' (N=100) performance on the Degrees of Reading Power test (which assesses reading comprehension with use of a modified cloze procedure) revealed that postlingually deaf students scored higher than prelingually deaf students. Scores correlated with degree of hearing loss for prelingually deaf students and…

A study investigated the effect of relevant background knowledge on the reading comprehension of students of Spanish. Students with limited knowledge of baseball took a comprehension test on a Spanish-language report of a baseball game. Results indicate that background knowledge is possibly more important than language level for comprehension.…

This study investigated the effectiveness of reading only, regular note taking, and paragraph summaries for questions at the six levels of Bloom's taxonomy. Paragraph summaries were most effective at the application and analysis levels and least effective at the synthesis and evaluation levels. (Author/LMO)

The purpose of this study was to explore the relationships of certain cognitive variables to problem-solving performance. Cognitive restructuring, spatial ability, reading comprehension, and mathmatical story problems tests presented in a regular verbiage, low verbiage, and drawn formats were given to students in grades three through seven.…

Outlines Teaching Reading as Conversation (TRAC), a program that teaches reading in an environmental context, with immersion techniques, as though it were a foreign language. (DF)

Deaf students' recognition of indefinite pronouns and quantifiers was tested using written materials in the form of comic strips. The subjects were 187 profoundly hearing-impaired students, aged 7 to 23 years. Findings showed significant developmental trends for both forms. Quantifiers were found to be significantly more difficult than indefinite…

Describes an adaptation of the Guided Reading Procedure which was used both to help bridge the gap between students' abilities in Spanish and the reading material contained in their content textbooks and to prepare them for taking the Advanced Placement Spanish Language Examination. (SED)

Concludes that thematic organizers improved middle school students' performance on several measures of literal and inferential comprehension and facilitated more complete recall of text ideas and the ability to elaborate upon implied information. (FL)