Presents a table summarizing the pertinent literary aspects of Newbery Medal books. Discusses how middle school students generally believe every problem has a right or wrong answer and authorities have all the answers. Presents activities to help students connect to the literature. Concludes that Newbery heroes and heroines are models of effective…

Discusses the quality of teacher-pupil dialogue in the guided reading session of the Literacy Hour and its relationship to pupils' powers of comprehension. Suggests that talk in this context is teacher-dominated. Argues that there is a case for making time available during the guided reading session for a period of discussion in which pupils are…

Explores the use of hyperlinks in the presentation of online lexical resources for Korean as a foreign language and investigates students' reactions to three different reading text formats; a paper-based format, a computer-based non-hypertext format, and a computer-based hypertext format. Reports that students considered the use of hyperlinks to…

Analyzes and interprets responses to detailed questionnaires about reading practices that a college professor and a high school teacher administered in high school and college classrooms. Concludes with some brief suggestions for future research and with a discussion of several ways that teachers might "teach" reading differently in order to open…

Provides an analysis of the Reading Mastery program that includes an overview of the need to teach reading. Examines how Reading Mastery aligns with the focal areas of oral language, decoding, and comprehension. Details a comprehensive research review of 25 published studies and two large-scale research reviews. Finds use of the Reading Mastery…

Presents a study, focusing on 15-year old students, that demonstrates how an experimental reading program improved students' abilities using four reading activities: (1) looking for key fragments, (2) paying attention to structure marking elements, (3) making up questions, and (4) mapping important information from a text. Demonstrates an…

Examines the cognitive-linguistic factors underlying literacy development in monolingual children and children learning English as an additional language (EAL) over a three-year period. Reveals similarities between the two groups of children in the study on reading accuracy, but children learning EAL had lower levels of vocabulary and…

Third grade students involved in group-assisted reading made greater achievement gains in comprehension and vocabulary than did those who were given no assistance. Group-assisted reading is easy to implement and may be used to help remedial readers perform better. (JD)

Examines recall of three feature articles by rating paragraphs according to degree of mental imagery evoked, affect evoked, and importance of the article as a whole. Finds that readers are more likely to remember content that is subjectively important than content viewed as objectively important. (KEH)

Shares reading activities--using cereal boxes as reading material--which will energize knowledge and use of vocabulary, fortify comprehension skills, enrich understanding of critical reading, promote use of organizational skills, and encourage improved reporting and writing. (MG)

An evaluation of the sentence verification technique (an experimental test of listening and reading comprehension) found that 19 seventh grade poor comprehenders' performances on subtests of the experimental test were significantly below those of 41 good comprehenders, and 94.6 percent of the good and poor comprehenders were classified correctly.…

This article examines classroom organizational patterns and the focus, content, and strategies of instruction to show that the basal reader, rather than reading comprehension, is what is being taught. A skills model of reading, the basal approach, does not reflect what readers do to make sense of text. (IAH)

Presents two strategies (inverse cloze and building content vocabulary) designed to develop middle school students' language competency, thereby allowing them to forge the necessary connections between and among the variety of concepts contained in content material. (RS)

Briefly characterizes the view of context most widely used in applied linguistics and language teaching. Research about some of the parameters that contribute to greater or lesser conceptual difficulty is outlined. Research about the role of intentionality and causality in narrative is also described. (Author/CB)

Reviews the third edition of this widely used assessment instrument. Concludes that the test is reliable, quick and easy to administer, and that the publishers provide many special services. Lists liabilities as lack of validity evidence, omission of reading and study skills, and lack of distinctions among different types of reading comprehension.…