This paper, presented at the 1973 meeting of the American Education Research Association, discusses some of the studies conducted in the area of learning from prose. The first study dealt with pooling independent sentences into groups of related sentences and preparing passages by stringing these sentences together. College students then read one…

To determine whether linguistic programs are really different, the first problem is to find an acceptable definition of a linguistic program. Many publishers term their basal reading series linguistic, but they are basically designed to teach "code-breaking" and treat reading as a matter of simply breaking a spelling code. A desirable linguistic…

This pamphlet, one in a series entitled "What Research Says to the Teacher," discusses some aspects of the learning process and provides suggestions that may be helpful to classroom teachers and prospective teachers. The contents include: (1) "What Do We Learn," which deals with words and their meanings, skills, attitudes, and conduct; (2) "When…

A method of reading instruction is discussed in this paper. By helping the child to develop mental pictures of what he reads he can better retain the meaning of the sentence as he deciphers the more difficult words. The non-reader can lose the essence of a sentence because he may become too involved in decoding the sentence. A procedure on how to…

The role of imagery formation as a mnemonic device in drawing valid inferences from a prose passage was studied. The 72 undergraduate subjects were divided into two groups: one given instructions to form images for the objects discussed in the text, the other given instructions to repeat each sentence five times. Half the passages consisted of…

THIS INVESTIGATION STUDIED THE RELATIONSHIP BETWEEN READING ACHIEVEMENT AND MORAL REALISM IN 7- TO 12-YEAR-OLD BOYS. INTRAGROUP TRENDS AND INTERGROUP DIFFERENCES IN MORAL REALISM AMONG RETARDED AND SUCCESSFUL READERS WERE COMPARED AND EVALUATED. A HORIZONTAL ANALYSIS AND A VERTICAL ANALYSIS WERE PERFORMED IN ORDER TO DETERMINE THE PRESENCE OF A…

Thirty-one third-grade students participated in an investigation of the possibility of training or improving intrasentence organizational skills in the context of a sentence anagram task. Sentence-anagram organizational training was conducted on an individual basis with the 16 students in the experimental group. A sentence-anagram posttest was…

In two experiments, visual and auditory memory were tested for good and for poor readers from the upper elementary grades. Under experimenter-blind conditions, no reading group differences existed for single-mode presentation in recognition frequency or recognition latency. With a multimodal presentation, latencies for poor readers were similar to…

Verbal recall of bisensory memory tasks was compared among 48 9- to 12-year old boys in three groups: normal readers, primary deficit readers, and secondary deficit readers. Auditory and visual stimulus pairs composed of digits, which incorporated variations of intersensory and intrasensory conditions were administered to Ss through a Bell and…

Six separate experiments were undertaken to test the hypothesis that poor readers in first, second, and third grade would have more difficulty with simple perceptual discriminations than would good readers in the same grades. Various tasks were used in the experiments, including discrimination of line orientations, checking letters in three-letter…

The question of whether readers subjectively perceive the meaning of written materials is a specific form of the more general issue of whether human beings make or find knowledge. The subjectivist paradigm asserts that the first priority in the search for knowledge is the individual's awareness of personal motives for obtaining that knowledge. The…

Activities are given for a concept guide to help students improve their thinking skills through conceptual awareness.

Due to the deviance in language and the ideational fusion characteristic of poetry, the reader is engaged in a specialized form of information processing differing markedly from the reading of prose. Understanding occurs when the reader restructures his concept of reality to conform to that of the poem. (Author/SJL)

No difference was found in recall of nonverbal stimuli between normal and learning disabled readers, suggesting that primary reading deficits in learning disabled children are related to verbal encoding deficiencies (visual-verbal integration) and not to deficiencies of visual memory, as suggested by the perceptual deficit hypothesis. (Author/GDC)