Reports on a study in which college students differing in verbal ability read and evaluated their comprehension of expository passages. Results revealed both quantitative and qualitative differences in the evaluation standards used. (HOD)

Examines the implications of structuralism for reading and English instruction. Argues that, according to Structuralism, literature worth reading confronts readers with the gap between writing and thought and forces them to consider their own thinking and, in a larger sense, their own place within the culture. (MM)

Reviews recent literature on student motivation and links it with possible classroom practices for improving the reading and study skills of adolescents. (FL)

Concludes, among other things, that fluent oral reading is an important step toward reading for meaning and independent silent reading and that silent reading should be encouraged from the beginning of reading instruction. (FL)

Describes four basic features that distinguish narrative from expository discourse and suggests that teachers who recognize those differences can guide their students to use reading strategies appropriate to particular text structures. (HOD)

Concludes that elementary school children taught with a technique involving nonverbal restructuring made significant reading gains over those taught with a question-answer method. (FL)

Describes a comprehensive study skills program used in a Kansas middle school, noting the skills and teaching techniques emphasized at each grade level. (JW)

Proposes an experimental computer-based curriculum in foreign language which focuses on reading and is designed to take the learner from no reading proficiency through intermediate reading proficiency. The material presented would include alphabet and sound/symbol correspondence, morphology and syntax, vocabulary, and exercise material to develop…

Maintaining that the teaching of initial reading in a foreign language has been largely neglected, strategies for developing reading skills, by making practical changes in the textbooks, are proposed. In addition, an integrated and consistent use of strategies to promote development of reading skills is stressed. (SL)

Examines whether paragraph dominant readers at the fifth, eighth, and eleventh grade levels would outscore word dominant readers when tested on their ability to use context clues to determine word meaning. Concludes that this was true only for fifth grade paragraph dominant readers. (FL)

Presents the major problems plaguing teachers of French literature: (1) the huge split between the methods of teaching language and the methods of teaching literature courses, (2) the gulf between theoretical interests and the reality of the classroom, (3) many students' disinterest in literature. Suggests recentering the teaching of literature…

The miscues of thirty randomly chosen third-year French students in four high schools were examined and analyzed to discover the strategies they used. (Author/RM)

With the advances of computer and network technologies, student enrollment in distance education has increased rapidly since the 1990s. In 2003, it is estimated that about 40,000 to 50,000 K-12 students are enrolled in online courses nationwide (Golden, Wicks, & Williams, 2004). With the ever-increasing number of K-12 students who attend…

This study examined format differences in the measurement of fifth grade students' reading comprehension achievement. Children were given a multiple-choice reading comprehension test, followed 4 weeks later by a constructed response test on 2 of the same text passages. Results indicated that little comprehension of text content was transferred…

The reading comprehension program described in this lesson introduces the components of think-alouds and text interactions, and helps students to develop the ability to use think-alouds to aid in reading comprehension tasks. During two 45-minute lessons, students will: explore the use of the think-aloud strategy; vocalize interactions with texts;…