Compares the processing of English words by Chinese-English bilinguals with that of monolingual English speakers. Subjects read and rated English words for their contribution to sentence structure and meaning. It was found that bilinguals generally rated English words as contributing more to sentence structure and meaning than did monolinguals.…

Describes the Vocabulary Self-Collection Strategy, a strategy that differs from traditional instruction through its use of student generated word lists and its emphasis on students' personal experience and world knowledge. (HOD)

Examines the relations among general language competency factors such as word knowledge, comprehension, and paradigmatic/syntagmatic reasoning, and college developmental readers' ability to interpret two text formats designed to elicit either a literal or figurative interpretation. (DF)

Discusses cognitive processes readers engage in when comprehending instructional text and identifies familiar devices utilized by authors of instructional materials to support each of these processes. Included are appropriate vocabulary and sentence syntax use for intended audience; listing instructional objectives; and use of hierarchical…

Compared comprehension of kindergarten-age precocious readers (who read at the third-grade level) with second- and third-grade-age children. Results on measures of letter, scrambled word, and text reading times indicated that, for precocious readers, efficiency in lower-order tasks is not a prerequisite for rapid text reading and good…

Replicates a 1977 study and reaches similar conclusions: specifically, that schematic interpretations have a high relationship to prior knowledge. (FL)

Analyzes the research on how readers use text patterns to understand writing and identifies five text patterns found in both school texts and work texts. (HOD)

Reports on a study that compared the use of the cloze procedure with an oral reading test to assess students' reading abilities, concluding that teachers could use cloze to place students in content area textbooks.(HOD)

Concludes that teachers' questions influence both the sorts of inferences fifth-grade students draw from a text and how well they integrate the new information with what they already know. Argues that they learn best the things they are asked about. (FL)

Two procedures for correcting oral reading errors, word supply and word drill, were examined to determine their effects on measures of word recognition and comprehension with 17 learning disabled elementary school students. (Author/SW)

Discusses details for establishing and evaluating student directed reading groups. (HOD)

Describes a study that focused on measures of reading comprehension using responses from subjects during the reading process--specifically, oral reading errors. Concludes that the scores obtained adequately predicted reading comprehension performance. (FL)

Discusses how Lord Tennyson's poetry and Chief Seathl's writings reflect radically different world views and presuppositions about man's relationship to other animals and the environment. Advocates schools either teach students techniques enabling them to uncover bias or have them read materials more in accord with ecologically sound…

Concludes that sixth-grade students taught with methods that used a structured overview to activate background knowledge, the cloze procedure to develop an inferential thinking strategy, and a self-monitoring checklist to maintain the strategy increased their inferential comprehension skills as measured by both immediate and delayed transfer…

Examines the effects of a 10-week program designed to heighten fifth- and eighth-grade students' awareness of information explicitly stated in text, implied by text, and found only in the individual's knowledge base. (FL)