Investigates the effects of recall vs. reinspection on accuracy in performance on reading comprehension tests; whether factual or inferential questions influence the relative effectiveness of recall versus reinspection; and whether low ability readers gain more from reinspection than better readers. Recommends letting children reinspect text to…

Encourages teachers to evaluate the strategies used by their students in comprehension. Argues that this will provide information that will help in planning instruction. (FL)

Notes that because reading and writing are separate but complementary aspects of a single language system, the way teachers plan activities determines the way in which children's writing helps them develop insights into their reading. (FL)

Concludes that modified standard reading inventories may be made more useful for assessing the specific abilities and needs of disabled readers. Offers suggestions for making modifications. (FL)

Reports on the effective use of hierarchcial and nonhierarchical reading guides with John Steinbeck's "Grapes of Wrath." Indicates reading guides improve comprehension, provide transferable skills, and create positive feelings about learning. (NH)

Presents an overview of research on using mental imagery to assist reading and listening comprehension, and provides practical suggestions for teaching students to use visual imagery to enhance comprehension. (SKC)

Describes a study of the effects of direct exposure to the reading selection topics of the New Jersey College Basic Skills Placement Test reading comprehension subtest on students' posttest scores. Finds that instruction in reading strategies helps student performance, but that background information on test topics did not affect scores. (AYC)

Suggests ways students can benefit when elementary teachers combine reading instruction with art activities. (JC)

Discusses a study which analyzed question-answer instructional segments from second-grade small group reading lessons, according to Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. (MM)

Reports on an attempt to measure English as a Second Language (ESL) students' ability to apply reasoning in reading, using an experimental test based on Piaget's concrete operations. Suggests that the Test of English as a Second Language (TOEFL) reading comprehension subtest does not measure the ability to apply reasoning in reading; therefore,…

Concludes that a cloze strategy, which induced students to integrate text information with prior knowledge, yielded superior gains in comprehension compared to treatments that did not include the strategy. (FL)

Kinesthetic exercises which develop reading comprehension skills through action words complement exercises which develop word recognition skills. Action word exercises are often effective because they are multimodal, physical activities. Such exercises may use word lists and pantomime to reinforce recognition and remembrance of words. (CB)

Reviews the ReQuest model of teaching (Manzo, 1969), a sequential approach to reading which flows from predicting what a passage will be about to structured questioning by students and teacher. Reports the results of a study (n = 15) of the effectiveness of this procedure in a juvenile corrections setting. (JDH)

Investigated the relationship between developmental shifts in the organization of materials and developmental changes in deliberate strategy use. Subjects were second and fourth graders. (HOD)

The differences between good and poor readers using story schema in recall and reconstruction tasks was examined. Results showed that good and poor readers could use a story schema when the story followed canonical format. Conclusions supported the view that poor readers perform quite differently from younger normal children. (Author/JAZ)