Presents a sequence of activities to teach reading strategies and describes the steps that classroom teachers should carry out for its implementation. Offers suggestions derived from the authors' experiences with the activities described and discusses methods for the assessment of students' discrete and global skills. (Author/MES)

Reports the findings of a study of poor readers suggesting that specific types of miscues did not predict comprehension level. Proposes that comprehension performance might involve skills and processes not indicated by miscue analysis alone. (FL)

Reports that good elementary school readers corrected more miscues than did poor readers, that poor readers relied more on graphophonemics to make corrections than did good readers, and that there were small differences between both groups' use of semantics and syntax to make corrections except as material increased in difficulty. (FL)

A report is given on how one junior high school mathematics department was involved in a reading program. (Author/MK)

Concludes that both average and poor readers are able to make inferences when reading materials at their instructional reading level. (FL)

Reviews current research concerning the reading comprehension of college-age students under two broad categories: (1) schema theory and (2) metacognition. Discusses aspects of reading comprehension at the college level that need further investigation. (FL)

Concludes that dialect speakers' miscues do not significantly influence their ability to comprehend print material when they are asked to read material at their instructional level. (FL)

Field-independent and dependent students read or took notes on a logically organized or scrambed article. Field-independent students scored better than field-dependent students on items of high structural importance to the meaning of the passage. Cognitive style effects on material of low structural importance were not significant. (Author/RD)

The cloze procedure is a method of systematically deleting words in a selection of reading material and evaluating the success of the reader in accurately supplying the deleted words. One three-phase procedure for implementing cloze includes: presentation and preparation, preview and completion, and follow-up. Other suggestions for using the cloze…

Examines "primacy of speech perception" hypothesis. Finds covariation between reading and numeration for 94 fourth graders explained by phonetic, syntactic, and semantic cueing strategies as mediated by school-dependent basic language skills. Elasticities analysis demonstrates reading and numeration were not responsive to children's…

At Colorado's Fort Morgan High School the basics have never been forgotten. The remedial reading program for sophomores at Fort Morgan is directed toward improving reading comprehension, vocabulary and word attack skills, spelling and library skills, reading enjoyment, and the student's self-image. (DS)

Reports on research that (1) suggests that phonetically ambiguous pairs (ice cream/I scream) have been used inaccurately to illustrate contextual effects in word segmentation, (2) supports unitary rather than exhaustive processing, and (3) supports the use of the concepts of word frequency and listener expectations instead of top-down, multiple…

Findings of a study of children's reading errors indicate that proficient readers concentrate on sense and grammatical flow rather than on graphic and phonemic aspects of print. The findings suggest that low ability readers should be helped to fixate less on the physical aspects of print and more on meaning and grammatical flow. (AEA)

Discusses recent research on story structure in terms of developmental differences in comprehension and presents some suggestions on how this new evidence can be applied to teaching strategies in the classroom. (Author)

Investigates the use of advance organizers in a modified form by involving students in the preparation of organizers to enhance meaningful learning from textual material with Nigerian secondary school students (N=180). Results indicate the proficiency in English as a second language was an important factor in determining effectiveness of student…