Reports on a study that examined the effects of decentration training upon second-grade children's responses to reading instruction. Concludes that those who learned to decentrate did better on postinstruction comprehension tests than those who did not learn the technique. (FL)

Presents picture-based and listening-based lessons designed to enhance teachers' awareness of the processes that lead to comprehension and to provide a framework within which they may develop their own lessons for comprehension awareness. (FL)

Concludes that providing the reader with prior structure on which to map incoming material leads to increased comprehension of a related reading. (FL)

Examines research on teacher effectiveness and comprehension instructional strategies and proposes six principles for the development of reading comprehension instructional methods and materials. (FL)

Argues that children with limited English-speaking ability are often misdiagnosed as poor readers on formal and informal measures of reading ability. Offers suggestions for management of true miscues made in oral reading. (FL)

The findings indicated that there were no significant differences between good and poor readers in the nature of information recalled or in their use of perceptual connectives. The type of passage, however, did have a significant effect on the number of perceptual connectives given in the recalls. (Author/NQA)

Proposes a model of word identification and tests it by examining the influence of orthographic redundancy, versatility, and letter-sound correspondences on the identification of both high- and low-frequency words by children and adults. (FL)

Examines the varying types and levels of coherence and cohesion in the language of social studies textbooks written for students in grades three, five, and eight. Concludes that there were no differences among the grade level texts in terms of global cohesion or cohesive elements. (FL)

Examines the interaction between a preschool girl and her father during story reading time. Argues that such observations can lead to an understanding of ways in which children become more mature readers-thinkers and enable teachers to match reading expectations to the students' reading level. (HTH)

Proposes adapting holistic scoring to oral retellings of stories as a means of developing students' concepts of interrelationships and their higher levels of comprehension. (FL)

Reports on a study that used a research design to evaluate three indices of context dependence (CD) and thereby obtain both absolute and comparative evaluations of the discriminant validity of high versus low CD as defined by the constructs that underlie the respective indices. (HOD)

Describes research findings from a three-year curriculum research and development project involving developing English language materials for science education students at Ains Shams University in Cairo, Egypt. Materials concentrate on comprehension skills of listening and reading and are taught by a cassette tape player in conjunction with…

Concludes that skilled adult readers may use the meanings of words ahead of fixation to enrich their interpretation of a text or use those words more simply as markers to guide further eye movements to the location of the next useful fixation. (FL)

Discusses the method of repeated readings as an approach to improve the comprehension and decoding skills of disabled secondary and postsecondary school readers. (HOD)

Indicates that fifth grade students receiving systematic instruction in study skills performed significantly higher on factual short answer tests. (AEA)