Investigates differences between adolescents and older adults in their explanations of linguistic metaphors. Adults displayed a synthesizing, integrative perspective, while adolescents displayed an analytic perspective in their explanation of metaphors. (Author/SS)

Receiver difference indices were developed to describe comprehension of organized and disorganized spoken messages. Comprehension was measured by a multiple-choice test and data analyses allowed for the interpretation of different indices of receiver comprehension in a variety of messages conditions. (Author/MH)

The effect of cheat-sheets on later test performance was investigated. Results indicated poorer test performance when a cheat-sheet was made and not used, compared to when it was made and used, not made, or made with the awareness that it could not be used during testing. (Author/MH)

Finds that dictation exercises are insufficiently used in foreign language teaching. They serve many purposes, e.g., in tests, as introduction to texts, and in recollection exercises. They may have various forms, such as dictation with blanks to fill in, transcription of song texts, etc. (IFS/WGA)

Radio dramas deserve wider use in foreign language teaching because of their important place in current Anglo-American literary production, and also for their pedagogical value of providing training in auditory comprehension. Suggestions are given for obtaining materials. (IFS/WGA)

Common misconceptions about children's reading difficulties are discussed, and practical suggestions for classroom remedies are presented. (LH)

"The Man Who Escaped," a radio crime drama with 25 episodes, was used in a ninth-grade English class. Two class hours are described. The texts used are given and suggestions for teaching are added, along with evaluative commentary. (IFS/WGA)

Reports that reading rate gains that may have been derived from a film-aided speed reading course were not retained when the subjects encountered difficult reading material. (FL)

In order to gain information on children's understanding of two different language forms (verb tense and adverbials "before" and "after") which can refer to past or future events, sentences containing either past tense, future tense, "before," or "after" were presented with sets of sequential pictures to 150 children from three to seven years old.…

The comprehension of sentences with "because" or "if" was investigated in children aged 2, 9-11, and 11. (Author/MP)

Explores two approaches to discourse structure and comprehension. Illustrates that prior knowledge is ued in conjunction with cues to construct the macrostructure of the story. Provides evidence that text comprehension is based on the presentation of the propositions of the story. (PMJ)

Describes a question-answering procedure for probing the reader's internal representation of prose. Examines two dimensions of a reader's conceptual organization of plot: hierarchical level and relational density of propositions. (PMJ)

Ninety children between the ages of three and six described objects which differed on three simultaneous dimensions, using adjective combinations appropriate to the dimensions. Each child performed an imitation, comprehension, and production task. (Author/CFM)

Sentences were constructed in which the terms "before" and "after" were embedded in logically constrained and logically reversible sequences. The preschool children in the study found the constrained sentences easier to comprehend. (Author/CFM)

Reports on an experiment which sought to use the cloze procedure to test progress in listening skill development in German-speaking students of English. (AM)