Reports that sixth- and seventh-grade average readers performed better than below average readers on inferential and multiple choice questions on two of three passages read but that there were no differences for factual questions. Also reports that there were no effects for question placement on any passage. (GT)

Discusses the use of recordings from Radio Canada and Radio France in advanced high school or college French classes. Techniques for using the recordings, particularly interviews, are suggested. A 16-item selective bibliography is appended. (AM)

Three strategies of attention were investigated in two dichotic monitoring experiments. Subjects were divided into three groups, 7, 11 and 20 years of age. (CM)

This article reports on a study designed to obtain data on the first words understood and produced by eight infants. It provides a descriptive account of the earliest levels of language comprehension and allows comparison of lexical development in comprehension and production. (Author/CFM)

Describes how to help children comprehend what they read using an experience-text-relationship method of discussing and reading class material. (MKM)

To investigate reasoning capacities involved in learning to read, a Test of Multiple Seriation (from Piaget) was developed. Problems of a test used by Lunzer and Dolan are discussed. Results showed that word recognition and reading comprehension at age nine correlate significantly with multiple seriation, independent of IQ. (Editor/SJL)

Reports on a study that examined the predictive power of five specific prereading skills tests for first-grade reading achievement and assessed their value as indicators of reading readiness. (FL)

Provides an overview of three major categories of reading skills (word identification, comprehension, and rate) and of two basic types of study skills (those involving the location of information through reading and those involving organization of information) and shows how the skills are related to each other. (GT)

Phenomena are examined to support the conception that cognitive structures continue to reflect the numerous ways of apprehending the world that blend to some degree into each other. (AMH)

Reports on a study designed to: (1) produce a multiple-choice test which would measure children's comprehension of figurative language, and (2) obtain information about the development of figurative language comprehension in children. (Author/AM)

Remedial programs for high school students with reading problems can be planned with a minimum funding level, provided the reading teacher is interested and inventive. (MB)

Examines the difference in reading skills between two children whose first language was Chaldean (Iraq) by consulting with each child's school to determine whether their reading difficulty stemmed from speaking English as a second language. (HOD)

This study compared the effects of comprehension fostering strategies on science and social studies texts with 54 eighth-grade students with learning disabilities. Strategies included text-structure-based strategy, paragraph-restatement strategy, and traditional instruction. Text-structure-based reading strategies had a significant effect on…

Used a one-year longitudinal study to examine the extent to which grammatical awareness in preschool predicted reading independently of preschool general verbal skills, phonological awareness, and word recognition. Found that, independently of other skills, grammatical awareness predicted word recognition and pseudoword recoding, but not reading…

Describes the development of an English-as-a-Second-Language computer-adaptive test of reading comprehension. The article discusses the constraints that apply to Computer Adaptive Testing (CAT) and the advantages of CAT over conventional testing modalities. (29 references) (Author/CK)