In a reading comprehension study, random parallel reading comprehension tests in Japanese and English were administered to a sample of native Japanese students enrolled in intensive English instruction at three levels of English proficiency. Evidence for a threshold competence ceiling in both languages was found. (14 references) (Author/LB)

A comic book (accompanied by an audio cassette) was freely accessible to secondary students of English as a foreign language within a structured class setting of pre- and postreading activities. (10 references) (CNP)

Studied interrelationships among metacognitive abilities at the word level (phonemic awareness and metacognitive abilities in word identification), word identification skills, and reading comprehension for 55 year-5 Australian students (aged about 9-10 years). Metacognitive abilities at word level are related to reading comprehension directly and…

This study investigated the relationship between reading comprehension and oral storytelling abilities in 31 Latino junior high school students with learning handicaps. Although comparison of the standard scoring protocol and reading comprehension revealed no relationship, a significant correlation was found between story structure analysis and…

Self-regulation of 32 college students learning from instructional texts was studied through computer display and online assessment of self-regulatory activities. Online measures of self-regulation were associated with both text comprehension and knowledge applications, but offline verbal reports on self-regulation activities did not correlate…

Describes the use of reading guides as an interactive technique to stimulate comprehension. Provides an example using a popular novel. (MG)

Examines the effects of providing undergraduate learners with graphic illustrations of coordinate concept relationships to supplement text-based instruction. Half of those reading a specific passage received a graphic concept tree. That group outperformed those who did not, reporting significantly higher amounts of attenuation, confidence, and…

Provides three responses from reading professionals concerning a question about students who cannot relate story ideas after reading. Suggests determining the students' reading interests to help them find books which they will find more enjoyable. (MG)

This article addresses the planning of metacognitive instruction in reading, including such elements of metacognitive theory as metacognitive knowledge, self-regulation, comprehension monitoring, and regulation. Metacognitive goals for instruction, selected research in improving reading comprehension, and specific instructional implications for…

Discusses what research says about silent and oral reading and the implications this has for reading instruction and instruction in the content areas. States that students are more attentive during silent reading and participate more in follow-up discussions of silent reading than in oral reading. (MG)

Reports on an English-for-special-purposes (ESP) reading project that emphasizes the role of content comprehension. The project results suggest that the content comprehension approach can improve reading comprehension as well as knowledge of reading grammar and general reading ability. (45 references) (GLR)

Twenty-eight middle school students with dyslexia read literature daily using a computer-based reading system. Seventy percent of the students read with greater comprehension. Fourteen percent showed lower comprehension scores, perhaps associated with kinesthetic motor weakness. The system did not provide a positive remediation benefit incremental…

Data from Think Aloud protocols were used to determine how two groups of adult subjects approached reading. Analysis indicates that vocabulary proficiency has a power impact on psychological processing of second-language reading by novices but also that culturally determined literacy practices may be a factor. (Contains 34 references.) (LB)

Investigates the effectiveness of a computer program that pronounces words for Scandinavian students with word decoding problems. Finds that second-grade children did not perform better on a reading comprehension test when using computer-aided reading and that older students benefited more than younger students. Discusses reasons for letting the…

Discusses how, in promoting more effective approaches to the reading and writing of information texts, practitioners in the Exeter Extending Literacy Project (EXEL) utilize scaffolding strategies to help students understand text features and incorporate these features into their written responses. (SR)