Discusses results of research on the comprehension/production of oral and written language in a classroom. Suggests that effective school participation requires that students acquire various language skills for handling cognitive tasks and for interacting in classroom social situations. Describes a test to assess oral and written language…

Reports on a study in which high and low ability elementary school students pronounced synthetic words exemplifying certain phoneme grapheme correspondences. Compares these pronunciations to principle pronunciations indicated from type counts of letters and clusters appearing in a selected word corpus. Concludes that the technique led to greater…

Summarizes a study of advanced ESL university students from eight first-language backgrounds and discusses the proficiency differences found between several groups in processing two types of information patterns in written English. Suggests possible variables in cognitive strategies and skills related to the students' different cultural/linguistic…

Offers a model which is intended to facilitate the processing of ideational relationships within a paragraph and which is composed of three distinct parts: (1) direct teaching, (2) functional application, and (3) increased student interaction with the text. (FL)

Reviewed theoretical and empirical work in phonological recoding, concluding that phonological representation is used to aid comprehension and suggesting that decoding graphemic information into a phonological form is important for early readers. Asserts that future research should examine differences in the use of visual versus phonological…

This study investigated the hypothesis that sex biases (defined as disproportionate references to one sex) in a reading passage and on a comprehension test would lead to differential performance by 120 male and female undergraduates. An analysis of variance revealed no significant main effects or interactions. (Author/CTM)

Listed are classroom resources--films and filmstrips, textbooks, multimedia kits, and cassettes--for language arts. Included in each resource listing are a description of the content emphasis, organization and/or instructional method, objectives, recommendations/evaluations and, in some cases, student evaluations. (KC)

A review of the literature on the relationship between reading ability and mathematical ability shows the process of reading mathematics to be very different from the process of reading English prose. (AEA)

Fifth- and sixth-graders were tested with multiple-choice fact and inference questions about a reading passage, then given feedback either with or without the text present. Retesting occurred four days later. Results corroborated recent findings on age-related improvement in inferential processing comprehension and memory. (Author/SJL)

The author outlines reading experiences appropriate to students in the middle grades, including reading strategies, study skills, comprehension development, and experiences with literature. Provision of these experiences in the middle school curriculum, through both formal instruction and integration into other curriculum areas, is discussed. (SJL)

The systems approach to learning used in the majority of classrooms today redefines reading as its component skills. Two different approaches developed by teachers to teach reading as the sum of its components are presented. (JN)

Reports that introductory textbooks about special education used at the college level differ in readability and that the cloze procedure can be used as an objective measure to use in selecting these textbooks. (FL)

Suggests using analogies to aid in reading instruction. (MKM)

Two experiments designed to examine the effects on poor readers' comprehension of increasing their decoding speed indicated that the decoding training on single words and phrases increased the speed of word recognition but did not improve comprehension performance. (MKM)

The relationships of two cognitive styles to reading speed and comprehension were investigated by administering a measure of ability to disregard irrelevent stimuli (closure flexibility) and a measure of ability to move fluently from one stimulus to another (fluency) to 94 fifth-grade children. (CM)