Presents a sequence of activities to teach reading strategies and describes the steps that classroom teachers should carry out for its implementation. Offers suggestions derived from the authors' experiences with the activities described and discusses methods for the assessment of students' discrete and global skills. (Author/MES)

Reports the findings of a study of poor readers suggesting that specific types of miscues did not predict comprehension level. Proposes that comprehension performance might involve skills and processes not indicated by miscue analysis alone. (FL)

Reports that good elementary school readers corrected more miscues than did poor readers, that poor readers relied more on graphophonemics to make corrections than did good readers, and that there were small differences between both groups' use of semantics and syntax to make corrections except as material increased in difficulty. (FL)

Reviews findings of recent television research and discusses two dominant issues: the nature and determinants of children's attention to television, and the amount and kind of content retained by different age groups. It is recommended that research on media effects incorporate age-related and individual difference factors. Nineteen references are…

Gives practical suggestions for grading of tests so students are treated fairly and so that test results reflect goals of course. Criteria are validity and reliability. Grades should be established before grading begins. (Author/BK)

Concludes that both average and poor readers are able to make inferences when reading materials at their instructional reading level. (FL)

Reviews current research concerning the reading comprehension of college-age students under two broad categories: (1) schema theory and (2) metacognition. Discusses aspects of reading comprehension at the college level that need further investigation. (FL)

Concludes that dialect speakers' miscues do not significantly influence their ability to comprehend print material when they are asked to read material at their instructional level. (FL)

Field-independent and dependent students read or took notes on a logically organized or scrambed article. Field-independent students scored better than field-dependent students on items of high structural importance to the meaning of the passage. Cognitive style effects on material of low structural importance were not significant. (Author/RD)

The cloze procedure is a method of systematically deleting words in a selection of reading material and evaluating the success of the reader in accurately supplying the deleted words. One three-phase procedure for implementing cloze includes: presentation and preparation, preview and completion, and follow-up. Other suggestions for using the cloze…

Examines "primacy of speech perception" hypothesis. Finds covariation between reading and numeration for 94 fourth graders explained by phonetic, syntactic, and semantic cueing strategies as mediated by school-dependent basic language skills. Elasticities analysis demonstrates reading and numeration were not responsive to children's…

Describes use of debates to teach English as a second language students how to separate the relevant from the irrevelant in written and spoken English and the mental discipline to use only pertinent information. (BK)

A study attempted to identify those performance-related factors that were responsible for subjects' errors on one measure of functional literacy. The analysis of errors revealed that the majority of errors could be explained in terms of information processing failures. (MKM)

Novice listeners have difficulty perceiving form in music because they experience music episodically, not holistically; and because conditioned by popular music to respond emotionally, they see no reason for intellectual analysis. To achieve aesthetic literacy, students must be taught both analytic and aesthetic perception, utilizing both brain…

A distinction is drawn between students' ability to understand information and their personal acceptance and valuing of that information. Results of a small-scale study are used to suggest that students may differ in their levels of acceptance of information. Ideas regarding possible future research are discussed. (Author/JMD)