Examines the effects of a 10-week program designed to heighten fifth- and eighth-grade students' awareness of information explicitly stated in text, implied by text, and found only in the individual's knowledge base. (FL)

Two experimental groups of fourth graders received instruction in the use of graphic organizers. Subjects in the control group were taught by the reading-recitation method. Graphic organizer instruction improved students' ability to read and retain social studies information. (RM)

Examined the pattern of verbal subscale scores on the Wechsler Adult Intelligence Scale and Wechsler Intelligence Scale for Children-Revised given to college students (N=129) and elementary students (N=383). Results showed a triangle pattern (Comprehension scores higher than both Vocabulary and Information) that begins to appear at the…

Reacts to Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency," concentrating on three areas: (1) the nature of the receptive skills and the requirements of a valid instrument to measure them, (2) the design features that are consistent with his test design principles, and (3) adaptive testing…

Examines the suggestions found in Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency," in the light of a possible U.S. Government's Interagency Language Roundtable receptive skills proficiency test which must supply the answer to the question of how well an individual can understand a particular…

Advocates the use of scripts for a "top-down" approach to reading texts. Analyzes forecasting scripts in newspapers and distinguishes the following categories: prediction, time, source, basis, range, reassessment, and modifications. Argues that such a description is helpful as a training device across a wide range of genres, including…

Ten reasons that teachers should read aloud to students in the upper elementary grades are given. Suggestions for choosing books that will be suitable for oral reading are included. (PP)

The purpose of this study was to examine how two different speech varieties used during an oral reading and recall task influenced primary grade teachers' evaluations of reading comprehension and how teachers' attitudes toward Black English related to their evaluations. (Author/PN)

Recommends that classroom teachers use Question Answer Relationships (QARs) in developmental reading programs in content area subjects. (AEA)

Suggests that teachers can develop students' study-reading skills more successfully using investigative processes rather than workbook-type exercises. (AEA)

"Listening Recall" is a listening comprehension test which discriminates over a wide range of proficiency. Unlike traditional tests, requiring multiple choice responses, it is a listening cloze procedure; a narrative passage accompanied by a written version with deletions. Particularly suited to low proficiency learners, test has high…

Reviews research on story grammar to show how crucial it is for readers of all ages to know how stories are structured. Examines implications for teaching and for choosing instructional materials. (FL)

Reports the results of a screening test used to identify fifth and sixth grade students who employ a text processing strategy based on an inaccurately constructed hypothesis about the material being read. (FL)

Substantiates a positive and significant relationship between high interest and literal comprehension for second grade readers in the Virgin Islands. Asks teachers to consider how this might affect classroom instruction. (FL)

Steps for teachers to follow in improving reading comprehension among students are presented. Three main levels of reading are identified and basic reading skills necessary for a mature reader are outlined. (Author/DB)