Dr. Jeanne S. Chall discusses her research on the stages of reading development from prekindergarten through college and its implications for classroom teaching. (MBR)

Provides information about producing stereo slides and their use in the classroom. Describes an evaluation of the teaching effectiveness of stereo slides using two groups of 30 randomly selected students from introductory geomorphology. Results from a pretest/postttest measure show that stereo slides significantly improved understanding. (JM)

Multiple-choice reading comprehension items from a conventional, norm-referenced reading comprehension test were successfully analyzed using a simple latent class model. Results support the use of latent class, state mastery models with more heterogenous item pools than has been previously advocated. (Author/PN)

Forty language class activities are suggested for reinforcing vocabulary and structures used in all types of French second language programs; reinforcing the four areas of knowledge (comprehension, speech, reading, and writing); developing communicative skills; integrating culture into French language programs; and integrating other subject area…

Argues that colleges can use Verbal SAT scores to place freshmen in reading courses when comprehension measures are not available. (HOD)

Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to high self-efficacy across grades and promoted performance among third and fourth graders.…

Describes activities to promote the integration of the right and left hemispheres of the brain that improve the attitudes of remedial readers. (AEA)

Investigates the development of children's metacognitive knowledge about reading, its relationship to reading performance, and the influence of using two different interviewing techniques for eliciting information about reading. (FL)

Suggests that self-reported story climax imagery is related to deeper levels of processing on reading comprehension measures that do not rely disproportionately on verbal reasoning processes. (AEA)

Examines how cross-cultural schemata influence reading comprehension and offers some guidelines for developing comprehension of culturally different students. (HOD)

Concludes that on an immediate recall test, fourth-grade students taught with a graphic organizer strategy for facilitating comprehension recalled significantly more idea units in a test passage than did students who had not received such instruction, but there were no performance differences between the two groups on a one-month delayed recall…

This examination of the reading processes of 36 fifth graders focused on the reader's attempts to gain meaning from three content passages using syntactic and semantic cue systems. The reading strategies of high, average, and low ability readers appeared not to vary with content. Prior knowledge and interest influenced comprehension. (Author/BS)

Reports on research which analyzes writers' lexical familiarization devices, as well as the teaching of specialist vocabulary recognition and recognition strategies. Argues that current views of foreign language teaching do not take sufficient account of the development/recognition distinction in the field of specialist terminology. (SL)

Researchers measured how much thinking time teachers allowed third grade readers of various ability levels when responding to questions. Teachers allowed more time for thinking after text-based questions, although scriptal questions usually required higher-level thinking and, consequently, more time. (Author/PP)