Because prediction plays such a vital role in reading comprehension, predictable books are essential in the teaching of beginning readers. Prediction involves a three-step cycle: sampling, predicting, and confirming. Steps in using predictable books with hearing-impaired students are outlined, and a list of predictable and repetitive books is…

Explains eight categories of friendly text features: text organization, signaling, discourse consistency, cohesion, explication, conceptual density, metadiscourse, and instructional devices. Extratext determinants of readability (reader, goal, teacher) are also examined. Within the context of two models of reading, the interaction of these…

Reports results of cloze tests in reading and listening given to Scottish children. Indicates a continuing interdependence of reading and listening ability up to age 14. Concludes that success in comprehending narratives may not necessarily transfer to comprehending information. (RS)

When children with learning disabilities fail to learn effective reading strategies, they lose enthusiasm and develop negative self-perceptions and attitudes, jeopardizing future achievement. In response, instructional approaches emphasizing clear explanation of reading strategies and discussion of processes for constructing meaning have been…

Compares the comprehension skill development of capable readers in two basal reading series to the prescribed basal skill hierarchies. Suggests that teachers select reading material which has value as literature; assess readers' skills so that they do not study what they have already mastered; and match reading selections to the skills being…

Examines the usefulness of the Salience Imbalance Theory of metaphor processing to aid in understanding how children comprehend metaphors in written text. Supports the prediction that the measure of salience of features is affected by the topic order and vehicle (asymmetry), but also reports children's responses not explained by the theory. (KEH)

Discusses reader, text, educational context, and teacher variables related to comprehension instruction for at-risk students. Discusses seven research-based, constructivist teaching practices that require teachers and students to work together to ensure that students internalize rules and strategies for making meaning. (RS)

Procedures are presented for improving the reading fluency and comprehension of students with mild handicaps, through use of the neurological impress method and repeated readings method with some modifications. Precision teaching techniques are used in conjunction with these methods, to measure performance, monitor improvement, and design…

"Profiles in Listening and Reading" is presented as a screening test assessing listening and reading comprehension of extended discourse, based on the sentence verification technique. A study of 60 seventh graders and another study of 166 fourth, sixth, and eighth graders show some promise for the test's validity and diagnostic usefulness.…

Reviews the research on how readers or listeners construct mental models of the situation a writer or speaker is describing. Narrative components and spatial models are discussed. (YP)

Thirty learning-disabled students in grades five-eight read several passages and attempted to identify and remember main ideas. Students were assigned to one to three conditions: control, monitoring and self-questioning, or mnemonic. The monitoring strategy was most effective for main-idea finding, whereas the mnemonic strategy was most effective…

The study found that college students with learning disabilities (LD) were as able as nondisabled students to use story grammar and comparison text structure to aid recall of social studies text passages. However, LD students scored significantly lower on use of causation text structure. Results suggest that use of comparison structures precede…

Determines how the use of a science education program affected selected ninth-grade students' comprehension of science reading material. The different effects of the program depended on students' reading and mathematics scores. (Author/YP)

First-year students of Chinese at the United States Air Force Academy (n=60) were tested for reading speed and comprehension of Chinese passages presented either in characters or romanization. Students read faster and understood more in romanization than in characters. (LMO)

Lists four characteristics of strategic readers: establishing goals, selecting appropriate strategies, monitoring comprehension, and displaying a positive attitude toward reading. Discusses how these characteristics provide readers with the necessary skills to profit fully from the reading process. (MG)