A 3-year project developed a procedure to achieve the objectives of using miscue analysis in the reading program in a way that is economical in time, applicable to more than one student at once, and usable as a teaching tool as well as a diagnostic tool. Three separate trials, in 1975, 1976, and 1977, refined and developed the procedure until it…

A study investigated the effects of the motivational variables of attribution and self-efficacy on the continued use of successfully learned strategies which promote independent learning from text. The subjects consisted of 11 freshmen and sophomore students participating in a two-week workshop on learning strategies which included a study project…

Studies from the interactive perspective regard reading and writing as processes which share a common knowledge base and have similar mental operations. First, according to this model, reading and writing are both interactive processes. Second, both readers and writers go through the same activities as planning, drafting, aligning, revising,…

A study explored the effects of both prior knowledge of acronyms and their form of presentation (cued or uncued) on reader recognition of acronym meaning. Among the hypotheses tested were that (1) a reader presented with an acronym ranked as familiar is more likely to recognize that acronym than one ranked unfamiliar, and (2) that a reader…

The comprehension of instructional text can be a cognitively demanding task because component comprehension processes compete for limited space within the readers' working memories. The component comprehension processes that readers must perform include recognizing words and retrieving their meanings, parsing sentences, identifying and organizing…

A study investigated the relationship between reading achievement and predictive abilities for narrative text structure of 96 fourth grade and 70 sixth grade readers. The subjects (1) silently read incomplete stories and then told the rest orally, and (2) silently read stories that had parts deleted and then orally gave information they thought…

Research discoveries over the past 15 years concerning reading comprehension have had a significant impact on reading instruction, particularly schema theory. This theory, based on prior learning, which states that the reader uses the text to construct a meaning within his or her own mind, affects what teachers can do to help students improve…

The reading development of six preschool children who learned to read at home without systematic instruction was studied in depth using the case study method. The main objective of the study was to ascertain (1) if there was an identifiable process by which these children learned to read and (2) the role of the parents in these children's early…

Four papers on reading in a second language are reviewed and discussed. They include a study of assessment and the difficulties inherent in the measurement of a construct as complex as reading comprehension. The other three deal with variables facilitating comprehension in reading. One supports an interactive model of reading rather than a…

Intended for teachers of Reading 10 (a Canadian developmental reading course in secondary schools), this monograph provides background material as well as suggestions for implementing the program, which was designed to improve students' strategies for learning from text. The document deals with structural, philosophical, and practical aspects of…

Writing does more than demonstrate the interpretive process active in the mind of a student, it influences and directs the interpretive process in writing. Writing to read allows the expressive dimension to find an overt, secure place in the interpretive framework of a student's learning. By examining a student's theoretical explanation of her…

A study examined the relationship between cultural schemata and the reading process to identify the strategies proficient readers employ to develop their understanding of culturally familiar and unfamiliar passages and to examine those strategies in relation to the cultural backgrounds of the readers and the cultural perspectives of the reading…

As a supplement to the English Language Arts Syllabus K-12, this curriculum guide draft for reading and literature in the English Language Arts (K-12) focuses on instruction that reflects reading as an active meaning-centered process. The guide includes: (1) a description of an integrated program in the English language arts; (2) the…

Providing a summary of the psychological research on children's reading comprehension, this book explores the psychology of the reading process by concentrating on the development of reading comprehension skills. The book analyzes both the skills of fluent adult readers and the development of children's language from the age of five, when most…

To understand what kinds of mental processing take place during reading and how the child encodes information that is presented, a study investigated the comprehension of a story by asking the reader to take part actively in the decision-making of the protagonist. Subjects, 56 children from a fourth- and sixth-grade class at an elementary school…