Details a study showing that for young children, proactive semantic cues were the most helpful in reading. Reveals also that the children made miscues displaying semantic associations across cue types. (FL)

Advocates the application of L. Kohlberg's stages of moral reasoning to literary characters as a stimulus to generate insightful interpretations of characters' actions in literature. (HOD)

Results indicated that children judged "imitative" and "contingent" tended to use primarily new information in resolving contradictory motive information in two stories (i.e., the stories' constructs), while children judged "noncontingent" tended to resolve anomalous information by interpreting the stories in terms of old information (i.e., their…

Reading comprehension is influenced by external factors and factors within the reader. A discussion of these factors and of the LaBerge reading model provides the context for methods of diagnosing and remediating reading problems. (Author/BW)

The crucial question examined is: Can students be taught the knowledge, skills, and strategies which will transfer to their reading of passages not used in school lessons? The student's self-monitoring abilities might be developed through the application of five principles: explicitness, relevance, student as informant, self-regulation, and…

Argues that children develop knowledge in layers, increasing those layers each time the topic is covered. Reviews three sets of materials that provide a background of experience, vocabulary, and text structure for use in science instruction. (FL)

Noting the inadequate vocabularies of students in her college writing classes, the author calls for a revival of close textual reading at all educational levels as a means of improving reading and vocabulary skills. (PGD)

Discusses a sequential, three-stage model of how nonliteral expressions are understood, as proposed in recent linguistic, philosophical, and psychological studies. Testing the model's implication that nonliteral meanings of sentences are ignored whenever literal meanings are plausible, finds evidence that both meanings are processed simultaneously…

Reading comprehension must involve an interaction between the reader's world knowledge and the incoming linguistic message. After examining the measurement of reading comprehension from this perspective, we conclude that existing tests are likely to be unsatisfactory for the purposes of assessing educational gain and diagnosing reading difficulty.…

Concludes that adult disabled readers perceive reading as a decoding process rather than as a meaning constructing or comprehension task. (HOD)

The aim of this study was to examine what year-six reading instruction pupils were being given and what year-seven pupils needed and to explore the varying dimensions of the intervening expanse. (HOD)

Investigates the proficiency level of adult readers on the "when" and "where" aspects of storing and retrieving information to successfully complete a task. (HOD)

Discusses learning needs specific to bilingual students that may interfere with their understanding of what they read. Describes several instructional activities in which audiovisual stories are used as prereading exercises to increase student comprehension of English text. (FL)

Describes lessons that build students' critical thinking skills through improving class discussions, distinguishing between comprehension and critical reading, and involving students in writing while reading. (AEA)

Reports the results of a study that compared the effects of instruction in sentence combining to instruction in sentence reduction or element identification on growth in listening and reading comprehension. (AEA)