Suggests that Dolores Durkin's findings that even elementary children are not receiving reading comprehension instruction indicate a need for more interdisciplinary interaction and more interschool cooperation. (MKM)

Describes a study that explored the effects of cultural background on American and Indian readers' comprehension and recall of two passages concerning American and Indian wedding customs. Reports that subjects recalled more of the text elements from both passages rated as important by other subjects with the same cultural heritage. (MKM)

A target paragraph was embedded in one passage where the target was of major importance, and one where it was of minor importance. Free recall, reading time, and usage of cognitive capacity were measured. There was greater recall when the target was important. The selective-attention hypothesis was not supported. (Author/GDC)

Reports that the use of aids imbedded in textbook prose increased the reading comprehension of college freshmen identified as reading below the fiftieth percentile on a standardized reading test. (GT)

Two experiments demonstrated that third and sixth graders consistently selected certain strategies for solving old and new, empirical and value, contradictory information. Subjects were 320 children. (MP)

A visual search task was used to investigate the development of word processing skills used in reading meaningful text, and to evaluate the relative difficulty of employing different types of units. Subjects were 20 second graders, 19 fourth graders, and 20 college students. (MP)

Describes a course in which students choose the poet they want to study and learn that the process of reading poetry is one of discovery of meaning, even for the teacher. (MKM)

Reports on a study that investigated both cognitive and affective outcomes of imposing a highly structured, repetitive, teacher-oriented routine for teaching decoding and comprehension upon a traditional basal reading program. (Author/GT)

Five experiments were conducted that illustrate microprocesses of discourse comprehension related to foregrounding. An intermediate case in which prior memories exist but must be reinstated to active memory was studied in detail. (SW)

Two methods of teaching reading comprehension, one the traditional-frontal approach and the other a self-test approach, were used with university students of English as a second language. The test result at the end of the course revealed little difference between the students taught by the two methods. (CFM)

Describes some of the confusion in defining literacy and recommends beginning functional literacy courses in elementary school and continuing them through high school. (TJ)

Error patterns identified in cloze tests for independent, instructional, and frustration reading levels could be useful in diagnostic work and placing of students in appropriate reading levels. (Editor)

Provides a literature review of research done in recent years to identify comprehension processes within the reader. (TJ)

In this reprint from the "Australian Journal of Remedial Education," the author examines the importance of the ability to read mathematics statements meaningfully and discusses remediation strategies for children who can not do this. (MKM)

Examines the abilities of 52 fourth graders to recover surface structure from deep structure and to understand logical connectives. Finds that high comprehenders show greater ability than low comprehenders but that the two groups do not differ in ability to understand logical connectives. (RL)