Outlines a technique using articles from "Le Francais dans le Monde" to teach reading comprehension and theory simultaneously to teachers of French as a second language. Describes a program in Italy using this approach. (MSE)

Explains semantic feature analysis, a technique that helps students learn a new vocabulary by seeing how words are alike and how they are different. (HOD)

Two unresolved issues in first language and second language research on the role of background knowledge in comprehension are discussed: (1) the theoretical distinction between "content" and "formal" schemata and their interrelationship in texts and (2) the relationship of effects measured in cross-cultural research to background knowledge that…

The Boder Test of Reading-Spelling Patterns acknowledges the complexity and importance of the reading process, and speaks of the vigorous research activity in reading; but it examines the reading process in a limited and unnatural fashion, and ignores some of the most potent research findings. (BW)

Four theoretical models (Substitution, Suppression, Normal, and Remind) of the effects of lexical knowledge on reading comprehension were evaluated using results of a previous study. Fourth graders recalled texts containing words that were either unfamiliar or recently taught through an intensive vocabulary instruction program. (Author/BS)

Describes a study of multiple-choice and open-ended questions, each presented in the native language and in the second language, on the same second language text. Different methods resulted in different scores. Some methods were found to be more difficult than others and to have a greater effect on students of low-level proficiency. (SED)

Describes an experiment indicating that having students write expressively on a regular basis could significantly improve their reading comprehension and enhance their attitudes toward themselves and toward reading and learning. Discusses implications of these results for the classroom and curriculum. (HTH)

Reports that reading performance on a standardized test is better when the text is displayed in print, rather than on a computer display screen. (HOD)

Compares Charles Peters's Content Processing Model with another content area reading model and argues that critics have overlooked a substantial flexibility within the models. (HOD)

Two experiments were conducted on the influence of language mode (print or sign) and syntax (English or American Sign Language) on recall, preference, and comprehension. Prelingual deaf individuals' visual orientation produced a sign-based encoding system that responded to American Sign Language as a familiar language. (Author/BS)

It has been customary to simplify texts to increase their readability for young readers. Recent studies suggest that it is the predictability of texts that is the key to their readability and that simplification may actually create problems for the reader. (RBW)

Reviews a study designed to determine whether some of the problems of poor readers are related to inadequately developed story schemata or the inability to use schemata. Discusses the need for teaching strategies to enhance children's knowledge of story structure. (RBW)

Describes how a teacher can model the inference process to help students learn to make inferences. (HOD)

Investigates whether improved fluency and comprehension across different stories in repeated reading depend on the degree of word overlap among passages and whether repeated reading is more effective than an equivalent amount of nonrepetitive reading. (HOD)

Presents six diagrams that describe what happens when a text is read. (HOD)