Reviews some theory and research related to metacognition and reading as well as classroom strategies such as generating good comprehension questions during reading, monitoring and resolving comprehension blocks, applying study procedures that increase comprehension and retrieval of information, and adhering to an author's text structure. (FL)

Confirms that in cloze testing, it is unnecessary to use standard size spaces and reveals a high correlation between synonymic scoring and verbatim scoring. Indicates also that a specific probability concepts test is comprehensible and readable by the great majority of students for whom it was devised. (FL)

The effects of three instructional procedures on reading comprehension and word recognition were compared with 21 learning disabled elementary school students. No differences were found among treatment effects on comprehension and oral reading. (Author/SW)

Discusses a number of books requiring the reader to examine their illustrations and pictures closely and making a visual statement that could be lost if only surface meanings are considered. (FL)

Concludes that using a reading plan sheet and prompting cards helped fourth grade students increase their literal recall. (FL)

Discusses the strengths and weaknesses of Reading Yardsticks, a criterion referenced test. Concludes that there are significant problems associated with its effective use. (FL)

Describes the Reading Comprehension Interview, an individual interview procedure for gathering information about students' perceptions of classroom reading activities. Explains how it can help teachers gain insights into students' actual reading strategies. Contains a copy of the interview. (FL)

Examines interactive reading as a technique for applying the findings of recent brain research to the reading process. Describes a method of interactive reading that requires students to relate their concepts, knowledge, and experiences to print and to practice language arts skills while creating an individual and personal picture book to share…

Argues that teaching students the process of comprehension and ways to improve their own comprehension helps to develop skills in reluctant or poor readers. Offers teaching ideas that involve a variety of reading materials. (FL)

Indicates that primary grade teachers do individualize their responses to match variations in reading miscues. Specifically, they were apt to disregard meaning-based mistakes, provide instruction when letter cues were misused, and instruct or supply words when a child hesitated on or refused to attempt a word. (FL)

It is maintained that the distinction between "phonics" and "look and say" methods of teaching is irrelevant for learning to read, and it is suggested that there is a specific sequence of steps which are essential if children are to learn to read an alphabetic script. (Author/RK)

With the growing realization that language arts are central to virtually all learning, teaching in this area has developed over the years from simple reading and penmanship to include effective speaking, listening, creative writing, and all related linguistic skills. (JD)

A study demonstrated that reading skills are transferable from one language to another. Suggestions are made for increasing facility in reading a foreign language. (RM)

This article criticizes the systematic use of audio-visual methods in second language teaching because of the imprecise semantic impression they may leave on the student. The use of translation exercises is proposed as an alternative. (Text is in French.) (CDSH/CLK)