Presents a humorous account of a college reading teacher's own undergraduate reading system, his initial teaching experiences and his resulting teaching methods. (MB)

Reports that good comprehender performance was superior to poor comprehender performance on general lookback use, on differentiation between text-based and reader-based questions, and on text sampling. (AEA)

Individual differences and the role of advance organizers in reading comprehension were examined. Subjects read short passages sometimes preceded by a given type of advance organizer. Good readers showed greater recall of detail given either type of advance organizer; poor readers displayed enhanced recall of detail only for a particular type of…

The relationships between reading comprehension level, digit span, and short-term memory for Morse code-like temporal patterns were investigated. College students performed better when the first pattern was auditory. No relationship for college or fifth-grade students was found between digit span and accuracy in comparing patterns of tones.…

In this introduction, Royer suggests that the major task facing both the developmental and educational psychologist is to establish a theoretical framework that can provide an account of the development of knowledge structures relevant to the reading process and that can suggest guidelines for translating the theory into educational practice.…

Aspects of knowledge and motivation that are critical to becoming a strategic reader (one who uses strategies to aid comprehension) are examined. Learning to read strategically is related to children's cognitive development as well as to the social contexts of instruction. Suggestions are offered to promote children's use of strategic reading.…

Concludes that there are significant relationships between verbal IQ, full-scale IQ, and reading comprehension. (FL)

The separate and interactive effects of three kinds of background knowledge (content area, context of materials presentation, and lexical items in the text) on reading comprehension were studied. Unlike native readers, nonnatives neither show significant effects of background knowledge nor appear to have a good sense of the text's difficulty. (MSE)

An approach to selection of reading materials for classroom use based on experience teaching English as both a first and a second language is outlined. Emphasizes the function of texts as a vehicle for information rather than as a linguistic object, and uses the text's potential value as a prime criterion for selection. Provides framework for…

Defines "reading event," as describing sources of meaning children may draw upon to assist comprehension. Comprehension processes are identified, and a model is proposed for influencing students' selection of meaning sources and comprehension processes. (RH)

Social studies educators interested in estimating the comprehensibility of social studies textbooks should pay attention to concepts. The assumptions of previous learning, the development and presentation of concepts, and concept loading are discussed. (RM)

The use of PQ4R, a reading-study skills technique, significantly contributes to a higher level of achievement for sixth-grade social studies students. Research was based on 15 students who were taught to use PQ4R in relation to textbook content compared with a control group of 15 students. (KC)