Concludes that children could attend to texts selectively when reading or listening to expository prose, and when reading, but not in listening to narrative prose. (FL)

Establishes the importance of context to reading and proposes the use of context support methods to make learning to read easy for the learner. (JL)

Reports the results of a study designed to determine the extent to which fourth-grade students had difficulty answering literal comprehension questions. Suggests that expository passages of social studies content are more difficult to comprehend than narrative passages. (AEA)

College students (N=52) were given unfamiliar or novel problems (written and interview responses) to determine how they characterize living things, criteria they use to distinguish between living/dead/nonliving, and to determine if their idea of life included the interrelationship between organisms and biosphere. Results and implications are…

Compares the oral reading performance of nonstandard-English speaking Black third grade students, bidialectal students, and standard-English speaking students. Results showed that the oral reading patterns of the nonstandard-English speakers did not affect their comprehension of the material read. (FL)

Looks at changes that must occur within the teaching and learning of English if education is to power the Information Age as energy fueled the Industrial Age. (HOD)

Compares two studies on the relation between comprehension and memory: (1) how access to text affected comprehension; (2) the effect of different learning goals (memorization or comprehension) on learning. Concludes that constructive learning activities are important for later utilization of information. Suggests a model of reading, learning, and…

An experimental investigation of a single patient with an acquired dyslexia in which there was a significant impairment in his ability to read concrete words compared with abstract words is reported. The Brown and Ure word-lists used in the study are appended. (Author/SJL)

Concludes that a combination of two techniques--cloze and study guides--was a better instructional treatment than cloze instruction alone to improve inferential reading comprehension of content area materials, regardless of teacher or student achievement level. (FL)

Discusses the importance of the study and practice of inference to help students develop independent reading ability. Presents classroom techniques which assist them in discerning inferences of location through transportation, landmarks, elements, actions, smells, and shapes. (Author/MES)

Prescribes readiness, vocabulary, and comprehension activities for teaching reading and study skills simultaneously with content area reading materials. (RL)

Investigates developmental differences in the effects of context on ongoing word recognition under conditions that placed greater demands on the readers' comprehension/memory capacity than had been the case in prior studies and examines the generality of these prior findings. (HOD)

Indicates that cultural schemata can influence how students interpret prose. (AEA)

Describes a method to improve student comprehension of content area materials that involves three distinct readings, each followed by a progressively more detailed graphic overview of the content. (HTH)

The paper's primary purpose is to outline an experimental logic that (1) considers causally prior skills such as nonverbal IQ, vocabulary, and decoding, and (2) emphasizes the relative importance of component reading skills rather than simple differences between groups of good and poor readers. (Author/DB)