Offers a step-by-step procedure for teaching intermediate grade poor readers three important text-based strategies that boost their comprehension of expository prose by stimulating their thinking. (FL)

Investigates whether the use of the computer to mediate text affects reading comprehension and concludes that computer-mediated text can influence reading comprehension and that comprehension was most consistently increased when manipulations of the text were under computer control. (HOD)

Reexamines the findings of M.C. Sadoski regarding the relationships of imagery self-reports to a variety of story comprehension and recall measures. (HOD)

Reports an empirical study which compared recalls of two types of stories--one well-structured and the other deliberately not well-structured--by students of English as a second language. Results indicate that the quantity and temporal sequence of story recall are affected by differences in story structure. (SED)

Discusses the theory that reading is more than the searching for meaning within a text. Argues that the meaning of a text actually is in the interaction between reader and text. (FL)

Shows how retelling stories appears to be a strategy to improve comprehension, concept of story and oral language. (EL)

Classroom activities using graffiti as a point of departure for reading comprehension, creative expression, and discussion are outlined. (MSE)

Describes a study that explored the relationship between performance of a schematic concept formation task (SCF) and reading performance in students of English as a second language. Above average readers had significantly higher SCF ranks than below average readers. Offers suggestions for future research with SCF tasks. (SED)

Presents reading activities for second language students to demonstrate how new vocabulary and concepts can be introduced and practiced in stimulating, meaningful way. Students also learn that facts within a story relate to what has been read and what will be read, and their knowledge and skill at problem-solving is more important than individual…

Describes a study which investigated the intersentential sensitivity of the rational deletion cloze procedure. Eighty-four college-level students of German were divided into two sub-groups; one group completed a sequential cloze task, the other completed a scrambled cloze task. There were not significant differences in performance on the two…

Examines the effects of text elaboration and imagery on student comprehension in a computer-assisted poetry assignment designed to teach the concept of "mood." Concludes that the computer neither hindered nor elevated comprehension. (EL)

Contains suggestions from two contributors, the first discussing the importance of distinguishing opinion from fact and the second suggesting 12 activities parents can initiate to improve teenagers' reading skills, such as helping them develop resumes or autobiographies and reviewing important business forms together. (DF)

Discusses six advantages to using newspapers in classes for older students, including the relevance of the news and the low cost of newspapers. (DF)

Offers a metacognitive strategy for helping students answer inferential comprehension questions and a research-based rationale for its use. (FL)

Discusses the problems encountered by children in developing countries in their attempts to learn to read in relation to their "need" to develop a comprehension for and use of print resources. This problem may be solved by the production of a variety of print resources, particularly a culture's folk literature. (BB)