Describes an Israeli reading program for disadvantaged adolescents based on verbal exercises using informative, literary, and speculative texts to improve their reading comprehension and cognitive functions. (HOD)

Given the existing literature on text summarization that documents what learners, particularly younger learners, cannot do, a study was designed to assess what fifth-grade students can do. (HOD)

Concludes that prediction making should not be used solely as a teaching strategy, but also as a learning strategy. (FL)

Revised two stories from basal readers to improve their coherence without altering their plots. Revisions increased the difficulty of the passages as indexed by readability formulas but enhanced comprehension of both skilled and less skilled readers. (FL)

Argues that encouraging poor readers to correct their miscues helps them to improve their skills in reading for meaning. Proposes a four-step procedure to encourage corrections. (FL)

Argues that teachers can help students become better comprehenders by helping them learn to know when they understand what they are reading and what to do when they do not. (FL)

Describes an instructional method in which teachers verbalize their thoughts while reading orally, modeling their thinking about the text, and students practice the technique to enhance their comprehension. (AEA)

Describes an approach that teachers can use to gain information about particular difficulties students have with their reading and to develop strategy lessons to help overcome these problems. (AEA)

Reports findings of a study that analyzed approximately 2,000 selections from basal readers to determine the nature of their content. Concludes that only 57.7% of the selections had subject matter content, none had functional ("knowing how") content, and none had ethos ("knowing to") content. (FL)

Provides a brief review of test-wiseness research and discusses a model of direct instruction as an alternative to reading comprehension test-wiseness instruction. (FL)

Concludes that not only does context facilitate the ascertainment of word meaning, but that it does so for poor readers and good ones alike. (FL)

The roles of attention in reaction time and in relationships among reaction time, intelligence, and achievement were studied in seventh graders. Reaction time measures were correlated with attention and perceptual speed as well as general intelligence and achievement measures. Implications for current theories linking reaction time and…

Investigates whether ESL students find some types of words easier to guess than others and whether better ESL students use context more effectively than do weaker students in guessing unknown words. (FL)

Evaluated the effectiveness of oral reading for improving reading comprehension of 11 educable mentally handicapped or severe learning disabled adolescents who answered comprehension questions from a short factual article. Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability. (JAC)

Describes two modifications to the SMOG Readability Formula designed to make it more useful for primary and intermediate grade materials. (FL)