The way in which knowledge of a given topic influences the acquisition of topic-related information was studied with the knowledge domain of baseball. A knowledge structure was postulated that included the goal structure as well as the states and actions of the game. (SW)

The way in which previously acquired knowledge affects the processing on new domain-related information was investigated. Text processing was studied in two groups differing in knowledge of the domain of baseball. A knowledge structure for the domain was constructed, and text propositions were classified. (SW)

Experiments were conducted to determine the effects of sentence contexts on word recognition and reading. The questions of whether context is predominantly facilitating or inhibiting and how automatic the influence of contexts is on word retrieval were investigated. (SW)

Good and poor readers from grades 1-6 were asked to define what they meant by reading. Older children and above average readers were more likely to view reading as a meaning identification process as opposed to a general activity or word identification process. (MKM)

Reports findings of a study to determine whether significant differences existed in the word recognition and comprehension instructional levels of male and female fifth- and sixth-grade students in below average, average, and above average reading groups when presented with low and high interest content in informal reading inventories. (FL)

Notes that the grading and development of reading texts could be improved through the pinpointing of some linguistic landmarks in language development, discusses the selection and testing of language landmarks, and describes a study that tested children's knowledge of structures involving the word "although." (GT)

Describes two teaching procedures, one designed to combine word recognition practice with syntactic (word order) skill development, the other designed to help children develop sequencing comprehension. (AEA)

Suggests that content reading teachers set goals for their reading assignments as a method of helping students learn from textbooks and read the assigned material critically.

Discusses a paragraph-centered approach to the teaching of reading in a foreign language. (CFM)

A comparison was made of different treatment approaches to science material for fourth grade students (color realistic photographs with written text, photographs integrated within written text, and written text without pictures) with previous student achievement (high, medium, and low placement). Also interactive effect between treatments and…

The results of this study show a significant inverse relationship between subjects' written syntactic complexity and cloze test scores across the three grade levels tested (eight, twelve, and thirteen). (DD)

Explains why applying a readability formula to a content text is not enough to determine whether a student can read and understand the book. (MKM)

Describes a step-by-step procedure for helping students analyze poems. (MKM)

This article reports on a series of experiments designed to determine the validity of the Cloze test as a measure of the English language proficiency of nonnative speakers. (CFM)

Describes two learning activity packages using printed words on commercial products for teaching children the major decoding skills of phonetic and structural analysis and the major comprehension skill areas of main idea, reading for details, sequence, determining cause and effect, drawing conclusions, and following directions. (Author/CMV)