This paper describes "Reading by Patterns," a remedial tutorial program for young adults. The principal aim of instruction is to help students transform their normal fluency in speaking English into a parallel ability to read simple, printed English sentences and paragraphs. As the instruction progresses from the simple noun-verb-noun…

Three instructional conditions which varied in the extent to which they emphasized direct instruction on word meanings were compared as to their effects on two aspects of reading comprehension: recalling word meanings and recalling facts from a story. The instructional conditions consisted of (1) meanings from context, which required students to…

Responses and strategies used by good and poor readers are compared in their reading of material which varied in writing style and interest. Twenty-four tenth-grade subjects described their thoughts and behavior during silent reading. From the protocols, 13 types of reader responses were identified and organized into a taxonomy of word-, clause-,…

Describes a study indicating that the ability to use context deliberately to facilitate word recognition reaches maximum for average readers by grade six and does not appear to show further improvements at higher reading skill levels. Discusses possible reasons for the discrepancies between this and other studies that use incomplete contexts. (HTH)

Investigates the effect of two repeated reading procedures on second grade transitional readers' oral reading performance with practiced and unpracticed passages. Found that reading rate, accuracy, comprehension and prosodic reading were significantly improved by repeated reading practice, regardless of training procedure employed. (SKC)

Describes a content analysis of the journal entries of six college freshmen in developmental reading courses, which indicated that students' metacognitive awareness of both reading and learning processes increased over time. (HTH)

Discusses text displayed on computer screens and examines the effects of three layout variables--justification, line length, and leading--on reading speed and comprehension. Current literature on each variable is reviewed, and implications for the design of computer-based instruction are presented. (Author/LRW)

Proposes a creative writing workshop model to shift the focus from the product of writing--the finished poem or story--to the process of writing by engaging students in the imitation of writing processes used by published writers. (MS)

Discusses how beginning readers respond to familiar and unfamiliar stories. States that children begin as inventive readers, using different strategies--such as naming, counting, or structuring--to "read" the text. (MM)

Concludes that young children of varying abilities, given an opportunity to experience reading as a visual and a thought process, take a more active role in their own learning. (FL)

Indicates that membership in pausing and skimming clusters appears to relate to text comprehension, grade level, and rated academic ability, but that these relationships are not all simple or direct. Finds that the cluster-analytic approach provides a useful empirical adjunct to current theoretical perspectives on text analysis and reading…

Describes research done to determine whether there is a statistical relationship between an English as a second language learner's ability to determine a word's morphemes or structural units and his/her ability to comprehend written English text. (SED)

Discusses whether it matters if the print of materials that young children read differs from the style of print that they write. States the desirability of providing children with reading experiences that expose them to a variety of typefaces. (EL)

Discusses the emerging assumptions of literature and its teaching that knowledge is made and must be remade by each person. Considers the relationships between the reader and the text, the reader and the reader, and the relationship between texts. (EL)

Describes how two college professors showed their undergraduate students how a whole language classroom works. (FL)