Creating meaning from a literary text is a complex process involving interaction between the reader and the text. Theoretical and empirical investigations of how and why readers respond to literature are reviewed, and methodological problems involved in analyzing readers' oral responses are addressed. (PP)

Offers a six-step model for showing young children how to handle story problems. (FL)

Describes Project READ:S (Reading Education Accountability Design: Secondary), which is designed to improve the teaching of reading in the content areas. Notes that this project has been approved by the National Diffusion Network for exemplary program status. (FL)

Explains how changes in reading theory have meant new emphases and new ways to teaching reading. (JL)

The use of illustrations in relation to text characteristics and instructional conditions was studied. Seventh-grade students recalled information from transfer passages of texts varying in their level of dependence on illustrations. Texts and passages were read under four instructional conditions. Results are discussed. (Authors/CJ)

Approaches to mathematics instruction are listed which: (1) enable teachers to encourage divergent thinking about mathematics questions; (2) help low achievers develop mathematics literacy; (3) alleviate mathematics anxiety; and (4) initiate a systematic reading program. The SQ3R (Survey, Question, Read, Recite, and Review) strategy is suggested…

The results of two experiments serve to extend the processing-time explanation of content effects and to indicate that context effects are greater when reliance upon phonological input is increased as compared to predominant reliance on the direct visual access route to the lexicon. (FL)

Points out the possible problems that can arise when people are "certain" about something. Suggests that readers need the power of uncertainty, which will allow them to consider new hypotheses, change conceptions, and use knowledge as a framework for constructing meaning, not merely to confirm ideas they already have. (FL)

Text information relevant to questions was learned better than text information irrelevant to questions. Results are predicted by a theory that readers selectively allocate a greater volume of attention to question-relevant information, and that a process supported by the additional attention causes more of the information to be learned.…

Offers a technique for use with films or filmstrips that transforms passive learning situations in content area classrooms into interactive ones. Contains a sample "reasoning guide." (FL)

It was found that those who read English as a second language (ESL), like L1 individuals, use their knowledge of the world and contribute to information found in the text. However, ESL readers' contributions to the text may be marred by language interference, lack of background knowledge, faulty inferencing, and certain data- and…

Argues that while story grammar is useful in teaching students to analyze stories, teachers must be aware that a story grammar approach appropriate for stories written in the Western tradition may not match stories written in the traditions of other cultures. Uses Japanese folktales to illustrate the point. (FL)

Reviews four uses for norm-referenced tests of reading comprehension. Concludes that three of the uses are actually misuses and that the only appropriate use is for predicting future student performance. (FL)

Contrasts two theories about the use of semantic context information and reports data that support the theory that readers can use certain semantic strategies in dealing with context. (AEA)

Presents results of a study of fifth-grade students' ability to interpret novel metaphors and similes when provided with a subschemata of semantic attributes. (AEA)