Three experimental tasks were devised to assess the nature of memory processing limitations in fourth-graders' oral reading comprehension. (Author/MP)

Studies were conducted to determine effects of all-capital text on reading rate and accuracy. Groups were shown text in all-capitals and mixed print. College students read mixed print faster but all-capitals more accurately. Print type did not significantly affect rate or accuracy for sixth graders. Twenty-seven references are provided.…

In experiments with seven- to ten-year-old children, mismatched pictures increased learning of prose that was heard and prose that was read. Presence of pictures mismatched to prose they accompanied had little negative impact on cued recall. Twenty-seven references are provided. (Author)

When Boston, Massachusetts teachers objected to a reading subskills management curriculum adopted by the city, a new elementary school curriculum was developed that emphasized broad general objectives at each level and reading comprehension. Teacher input played an important role in the curriculum effort. (PP)

This replication of research on the development of strategies for studying texts showed that Papua New Guinean university students made the same discrimination between linguistic units of a prose passage as did the original American sample. Intentional study instructions and provision of extended study time, however, had minimal effect on recall…

Reports on a study that examined the effects of decentration training upon second-grade children's responses to reading instruction. Concludes that those who learned to decentrate did better on postinstruction comprehension tests than those who did not learn the technique. (FL)

Programing for learning disabled students with comprehension problems is discussed with an emphasis on the interaction of physical, psychological, and social elements in the children's lives. Attention is also directed to instructional materials, the child's home life, and the needs of parents. (SEW)

Interviews were conducted and tests were administered to determine if students found chemistry or physics easier. Reasons for their choices (including the fact that physics was perceived as relating to the life/world domain) and type knowledge used by the students are discussed. (JN)

Discusses using inkblots, illustrations, and ads at all levels of second language instruction for teaching vocabulary, interpretation and discussion techniques, selected grammar points, and, by means of a taped interview of a native speaker's reaction to the visual material, listening comprehension. (EKN)

Concludes that providing the reader with prior structure on which to map incoming material leads to increased comprehension of a related reading. (FL)

Examines research on teacher effectiveness and comprehension instructional strategies and proposes six principles for the development of reading comprehension instructional methods and materials. (FL)

Argues that children with limited English-speaking ability are often misdiagnosed as poor readers on formal and informal measures of reading ability. Offers suggestions for management of true miscues made in oral reading. (FL)

This experiment investigated the effects of progress self-monitoring on children's achievement and percepts of self-efficacy in the context of mathematical competency development. Results showed that self- and external monitoring led to significantly higher percepts of efficacy, skill, and persistence compared with no monitoring. (Author/PN)

Two experiments examined the effects of embedded and intact (outline) headings on the processing of complex text material by college students. Results indicated that embedded headings reliably improved delayed test performance. It was further found that instructions in the use of headings as processing aids facilitated test performance. (Author/PN)

The findings indicated that there were no significant differences between good and poor readers in the nature of information recalled or in their use of perceptual connectives. The type of passage, however, did have a significant effect on the number of perceptual connectives given in the recalls. (Author/NQA)