Proposes five "creative comprehension" strategies designed to challenge both gifted as well as average students. (FL)

Reports that second-grade students in reading groups that used materials without pictures had faster mean reading times than students who read the same materials with pictures, but did not differ from them in comprehension or achievement. (FL)

Describes 10 methods that have proven successful in improving the comprehension skills of problem readers, including the use of pictures, cloze-type exercises, and repeated readings. (FL)

Describes how a reading teacher helped an English class understand a novel set in a different culture using an article from the "Journal of Reading." (AEA)

Reports on a study in which ninth-grade students of differing reading ability were asked to paraphrase a section of text. Indicates that a major difference among reader ability groups was in the number of inferences they made in the paraphrasing task. (HTH)

This study shows that variations in paralinguistic stress cues, based upon Chafe's given--new and contrastiveness notions, can also influence which frameworks subjects use in comprehending ambiguous passages. Educational implications of schematic-triggering phenomena are discussed. (Author/GK)

Argues that, while children need to learn the syntactic, symantic, and graphonic cuing systems necessary to reading, the ultimate focus of elementary reading instruction should be reading for meaning. Describes an ideal classroom where students constantly interact with reading and writing and developing personal motivations for effective language…

From their study of science and social studies reading problems in urban secondary schools, the authors present specific suggestions for the responsibility of the content teacher in selecting appropriate reading materials and helping students to understand their content. (Author/SJL)

Postelementary reading instruction is offered in many specialized developmental and remedial courses, but there is some awareness of reading needs in content areas and of the need for those teachers to accept responsibility. A review of the literature examines whether postelementary teachers teach reading as an integral part of their content area…

A sample of boys of Australian and Italian descent was divided into groups according to silent reading comprehension scores. The students' oral reading was recorded and the resulting miscues categorized. When oral reading accuracy was examined, the lowest level Italian group read more accurately than the equivalent Australian students. (Author/MLW)

Suggests that oral and silent sentence reading represent a similar cognitive process. Reports that poor readers, in particular, decrease processing time on difficult words in silent as compared to oral reading. (AEA)

Discusses the importance of determining the reading difficulty of vocational materials. Explains how to determine the readability of materials, using the FORECAST Readability Formula, presenting guidelines on how to select sample passages, apply the Formula, and analyze the data. An example showing the Formula's use is provided. (LRA)

Results of the pilot study indicated that the matching cloze procedure--which does not require language production skills--may provide the classroom teacher of educable mentally retarded children with an evaluation procedure which is both psychometrically and ontologically valid, as well as being easy to construct. (Author/DLS)

Describes five classifications of language usage (representatives, directives, expressives, commissives, and declarations). Suggests that teaching reading comprehension is a matter of helping children understand these uses of language. (RL)

A study was conducted to measure the effect on reading comprehension of forcing attention to different levels of analysis. Results indicated that for adult fluent readers, and--to a lesser extent--for children, attentional orienting tasks affected the amount and type of information recalled from reading a paragraph. (MKM)