A study compared students at risk for reading disabilities who were provided phonics-based instruction in first grade (n=13), students tutored in comprehension skills in second grade (n=10), and students tutored in both grades (n=26). Students tutored only in first grade performed better than those also tutored in second grade. (Contains…

Examines the relation between background knowledge and second language (L2) proficiency in L2 reading performance in two groups of university learners of English, one from mainland China and one from Hong Kong. Results show a strong cultural effect on reading comprehension, but not on post-intermediate readers. Findings have implications for…

Discusses a formative experiment in which 9- and 10-year-old girls created "electronic talking books" in an activity designed to improve oral reading fluency. Outlines facilitative and inhibitive factors that emerged during this process, as well as some unplanned outcomes, such as an improvement in the students' comprehension. Suggests how the…

This article discusses interactive information book read-aloud, an instructional approach that supports both non-readers and non-fluent readers prior to the introduction of instruction in cognitive and comprehension strategies. Key components of the approach are presented, including interaction, information books, teacher awareness of text…

Discusses what school professionals, parents, and PTAs can do to help middle and high school students comprehend and think critically about what they read, as well as encourage them to read outside of school. For example, teachers can create cooperative groups to study portions of text, parents can model reading at home, and PTAs can organize book…

Investigates the reading strategies of Turkish English-as-a-Foreign-Language (EFL) students in Turkish and English and the possible effects of reading instruction on reading in Turkish and English. Addresses whether strategy instruction in EFL reading effects EFL reading strategies and reading comprehension in English , and whether strategy…

Describes the results of a questionnaire that reveals Japanese students' attitudes towards reading in English versus reading in Japanese. Points out how students may have distorted views about English and English texts, because of their limited exposure to literary texts. (Author/VWL)

Describes on Israeli English-as-a-Foreign-Language teacher's action research project that focused on how to teach reading comprehension in English to a class of ninth grade boys. Outlines the teacher's goals, implementation of the project, and thoughts on the outcomes. (Author/VWL)

The validity of the Scholastic Aptitude Test reading comprehension section is examined in light of recent research finding that students who had not read the related passages were able to answer comprehension questions on a better than chance basis. The roles of prior knowledge and general verbal skills in reading comprehension are emphasized. (DB)

Interviews Marilyn Jager Adams about her book "Beginning to Read: Thinking and Learning about Print." Discusses the critical issues of phonics versus whole language and what she hopes teachers will gain from the book. (MG)

The article reviews cognitive psychology's contributions to understanding the development of reading skills. Key concepts are phonological and linguistic awareness, schemata, learning strategies, metacognition, and learning as a social interaction. (Author/DB)

A study investigated aspects of reading comprehension for familiar and unfamiliar topics among native and nonnative English-speaking college students enrolled in French and Italian courses. Results suggest that, as comprehension proficiency improves, qualitative differences appear rather than just quantitative ones. Background knowledge was found…

Explores some of the current thinking on the cognitive processes involved in reading in a foreign language and describes alternative learning activities based on an analysis of these processes. (49 references) (GLR)

Focuses on the performance levels of the Test of English for Educational Purposes (TEEP) and English Language Testing Service (ELTS) tests. It is concluded that more attention should be paid to the process underlying test performance. (15 references) (GLR)

The ethnographic study of four successful intermediate level resource teachers working with high risk urban children found similarities in their instruction of reading comprehension (e.g., using activities personally meaningful to the child) and changing students' miscue patterns. Significant differences also emerged as well as nonuse of some…