This study examined the effect of instruction in science process skills on teachers' achievement in reading, testing the hypothesis that teachers' reading comprehension can be improved significantly through the use of science process skills. Pre- and in-service teachers enrolled in competency based science methods courses formed the two groups for…

Using children's literature as an integral part of the reading curriculum can lead children to want to read more, as they discover the pleasure of reading. Reading-readiness skills (comprehension and auditory and visual discrimination) and primary and intermediate skills (syntax, context in word attack, comprehension, critical reading, and…

Content related to reading comprehension, in three nationally used third grade reading curricula and two common standardized tests, was analyzed in order to discover congruencies and incongruencies in content coverage and emphases. Frequencies of exercises from the curriculum materials and of items from the standardized tests were calculated for…

The recent deluge of published studies employing sentences or connected discourse as the unit of study has left unsolved the question of whether the two types of materials are essentially similar or importantly different. An understanding of this issue is crucial to theory, since the existence of major psychological differences between the…

The two studies outlined in this report gauged college undergraduates' ability to learn and to recall the content of certain passages when provided with "directed perspectives" or context clues. In the first study, 63 subjects were divided into three groups, were asked to read two stories, and were assigned a perspective (home buyer,…

Previous research has indicated that children comprehend more of material of high interest than material of low interest, when each child is given a mixture of both types. In the present study of fifth-grade children, each child received either all high-interest material or all low-interest material. Interests were assessed using a picture-rating…

The postulate that reading is primarily an indicator of the general level of the individual's thinking and reasoning processes, rather than merely a set of distinct and specialized skills, is examined within the framework of a social psychological model of the structure of scholastic performance. Using data from the English subsample of the IEA…

This study was designed to examine how the form class and position of a word in a sentence influence the ability of primary-grade students to use available context to correctly guess an unknown word. Forty-three second-grade-level readers were asked to read orally four cloze passages that had been constructed from first-grade-level, basal reading…

The effects of an instructional program in active listening upon reading comprehension were investigated in a sample of 60 black, inner-city children in two Title I elementary schools. The Durrell Listening Reading Test and the Gates-MacGinitie Reading Achievement Test were administered before and after the experimental program. Comparisons with…

To determine student readiness in any academic subject, teachers must determine individual levels of cognitive competencies children possess.

A strategy for teaching reading was developed and tested to determine in what way such a strategy would influence ability to recognize patterns of organization, content acquisition, social studies reading, and general reading comprehension. (PCB)

Raises doubts about the validity of readability formulas. (RB)

Provides suggestions for teaching students to read in mathematics classes. (RB)

Describes some of the research being done by the Center for the Study of Reading, a federally sponsored center established to pursue research into the processes underlying the development of reading comprehension by children in grades three through eight. (MKM)

Investigates the language comprehension of elementary school children and the factors that affected acquisition of knowledge from connected discourse. Factors examined included oral and written language, message structure, characteristics of the learner, and conditions of the learning situation. (AA)