French sentences with a long ambiguous word just before a target phoneme led to faster reaction times than did sentences with a short unambigous word just before the target phoneme. (Author/SW)

Rejects criticism of Kahl's position in his article on the Reading Comprehension Test (in this journal, issue no. 3, 1977), pointing out that the test is constructed according to the prescribed guidelines. (Text is in German.) (IFS/WGA)

A teacher describes the teaching techniques she uses in an eight-grade English class composed of learning-disabled students. (JD)

A method is outlined for using works of Spanish literature at the intermediate level. This approach is illustrated, using three novels: "El Rapto" (Ayala), "El Tunel" (Sabato), and "Nada" (Laforet). A key passage is studied in depth, topics are assigned for extension of the content, and a composition is written. (CFM)

Reviews past research and cites new research which suggest that subscores on reading comprehension tests really test the same thing and thus are not useful for diagnosing ability in skill areas. (MKM)

This research investigates the role of speech recoding, particularly its relationship to meaning analysis during reading. Experiment I documents a speech processing conflict; Experiment II analyzes this conflict; and Experiment III demonstrates contributions of speech and meaning processes to reading memory. Results are related to three classes of…

Outlines the goals and content of the syllabus aimed at developing reading and listening comprehension in a beginners' course in German. Types of written and spoken texts; language register used; language structure patterns desired; lexis and vocabulary; and language function are discussed as they are included in the syllabus. (CHK)

To determine if cloze items are sensitive to constraints across sentences, sequential and scrambled-type tests were given to native English speakers and Japanese adults studying ESL. Results showed cloze items embedded in prose are sensitive to discourse constraints ranging beyond the immediate limits of a sentence. (CHK)

Introduces a modular reading program for teaching remedial and college level reading courses which takes into consideration that people have different learning rates and styles. (MB)

In Beginning English classes for adults, to develop auditory and reading understanding, frequently occurring grammatical problems should be emphasized, such as simple present and simple past tenses of verbs (5 teaching units are presented). At first, less frequent grammatical problems should only be identified by name. (IFS/WGA)

Describes the ways in which the published results of research can find their way into practical application within the classroom very quickly. (JM)

Learning activities that introduce new twists to teaching such basic subjects as mathematics, social studies, reading comprehension, music, science, creative writing, and spelling are described. (CB)

Assesses the qualities and drawbacks of high-interest easy reading books and lists the best of these books that are currently available. (SRT)

Notes that good oral reading can strengthen the relationship between the spoken and printed word and improve comprehension. Offers suggestions to develop students' ability to read aloud. (FL)

Think Aloud Porotocols were used to examine the reading comprehension strategies used by English as a Second Language (ESL) and native English-speaking college students with poor reading proficiency. Results involving students' time-on-task, mode of response, strategy use, and memory and comprehension are discussed. (CB)