Tests the hypothesis that second language (L2) students' approach to text reflects a top-down processing strategy in contrast to first language (L1) students' approach that is more text-driven. Results confirmed L2 subjects studied the texts less efficiently than L1 subjects. (HOD)

Presents a direct instruction approach to reading comprehension that stresses the use of three forms of knowledge--declarative, procedural, and conditional. Offers a sample lesson demonstrating the application of this approach for teaching a comprehension skill, and concludes with a discussion of how comprehension skill instruction in commercial…

Develops an understanding of the interactive nature of the reading process with a focus on vocabulary learning and formulates criteria, based on this understanding, to evaluate approaches to vocabulary development. (HOD)

Discusses what is meant by meaningful learning, the conditions necessary for meaningful learning to occur, the importance of vocabulary instruction to comprehension, and how to insure that vocabulary instruction is meaningful. (HOD)

Discusses three principles that characterize effective vocabulary instruction (contextual and definitional information, active processing, and multiple exposures) and describes how these principles can be used to modify and improve existing methods of teaching word meanings. (HOD)

Analyzes and compares the content of four reading journals for the years 1973 and 1983 on eight categories of comprehension instruction and three categories of comprehension follow-up and reveals an increase in the number of articles focusing on comprehension issues and practices. (DF)

Examined oset and acquisition of language comprehension and production in a language delayed child through analysis of a daily diary. In addition to confirming that the gap between comprehension and production was greater than that found in normal children, data from these observations can also be used to add to a general understanding of the…

Focuses on reading in the school domain and concludes that achievement in reading results from a combination of maturation, exposure, and instruction. Assesses the limits an successes of the instruction of reading in the U.S. and makes cross-national comparisons. (RDN)

Discusses the relevance of teaching "Survival Spanish" at the community college level for those students whose careers will require an understanding of the language. In addition, many professionals in the human/community service or medical fields are enrolling in such courses, in order to more competently serve the changing needs of…

Argues that, in the high school classroom, it may appear that much is being learned, but in the minds of pupils there is often considerable confusion as to the meaning of what they have read. Reports on a study that explored the nature of that confusion and discusses what can be done. (RBW)

Concludes that both chunking and shorter line lengths have positive effects on reading efficiency but that high line length variability has a stronger negative effect. Suggests that, because chunking increases line length variability, it can interfere with reading. (FL)

Examines the effects of providing subjects with prior information about the organization of expository passages. Concludes that a structural organizer with outline grid and that notetaking alone both reliably and markedly facilitated comprehension and recall, and that a structural organizer without outline grid reliably facilitated comprehension…

Concludes that in virtually all tests involving phonemic processing, poor readers performed significantly worse than did chronological age controls. (FL)

Describes planning, writing, and putting into operation of an intensive course for personnel planning to work in the foreign department of a large commercial bank such as the Credito Italiano. A detailed account is given of compilation of the integrated grading test that is used at the beginning of the course to split up the students into…

Discusses the implications of research findings for the two-strategy model of context effects on word recognition. (AEA)