Describes a method used to teach lipreading to deaf children in Germany. The presentation of a printed word on a flashcard with its spoken counterpart produced dramatic improvements in lipreading, speech, and reading development. (MB)

Two hypotheses (selective attention and slot filling) of how schemata enhance the learning and recall of the initial comprehension of prose material were tested. Consistent with the attention-focusing hypothesis, readers spent more time on sentences containing information important to their assigned perspective. (Author/PN)

Advocates the seminar/discussion method of teaching to facilitate comprehension/interpretation of scientific facts, with the understanding that acquiring facts is a prerequisite. Points out the increased burden on teacher time resulting from increased teacher-student contact and reiterates the motto "Theory guides, experiment decides," as the…

Ascertained influence of an intervention in development of operational seriation/transitivity in kindergarten/first-grade children (N=60) who initially failed to demonstrate ability to do seriation/transitivity problems. Seriation of size was also studied. Results, interpreted in context of Piaget's equilibrium theory, indicated advancement toward…

Student teachers exposed to combined course on science history/philosophy showed increased understanding of the nature and language of science as result of the course. Indicates that such a course could enhance prospective science teachers' understanding of science and consequently the students they will teach after training. (Author/JN)

Words artificially isolated from 12 parents' speech to their children aged 1;10-3;0 were significantly less intelligible to adult listeners than words originally spoken to an adult. While parents did not adjust the clarity of words, their speech was more redundant in anticipation of the children's comprehension. Research implications are…

Three- and four-year-old children were tested in their comprehension of locative prepositions. Results showed that those prepositions characterized as positive were comprehended less well than their ostensibly negative counterparts, contrary to theoretical predictions. An explanatory hypothesis concerning children's developing spatial…

This case-study recounts an investigation of a barely literate 12-year-old boy and discusses some of the advantages of computer-assisted instruction for remedial aid--e.g., its impartiality, lack of emotional involvement, and instant and accurate feedback. The results may have implications for the slow undergraduate learner. (EAO)

First-, second-, and third-grade readers were asked to pick items that differed in terms of a rule-governed description of orthographic structure. Task performance improved with school experience. Reading ability was positively correlated with knowledge of orthographic structure for young readers. (Author/PN)

Concludes that a grapho-syntactic organization that divided sentences into meaningful units and random units was comprehended significantly better by both good and poor comprehenders than was the regular paragraph format found in basal readers. (FL)

Concludes that grade level scores on the Brigance Diagnostic Inventory of Basic Skills are consistent with those of the Wide Range Achievement Test. (FL)

Concludes that oral reading should be given additional emphasis in the elementary grades. (FL)

Argues that the perception of cohesion is an important factor in reading development. Suggests that teachers familiar with the devices that make text can help readers keep on track during comprehension. (FL)

Defines logical connectives as terms that link ideas within and between sentences. Describes a project that set out to identify the more commonly occurring terms and to measure secondary school students' difficulties in comprehending them. (FL)