Cautions that criterion referenced tests are no more effective at diagnosing comprehension subskills than are traditional instruments, and they may lend false credibility to the subskill approach to comprehension. (AEA)

Gives teachers guidelines for preparing gloss notations focused to help readers develop specific reading skills and strategies. (AEA)

Notes that students' comprehension and interest increase when they talk about how to read, draw inferences, and answer inferential questions. (FL)

Individual differences in working memory capacity affect the probability of resolving apparent inconsistencies in sentences. Resolution was less likely for readers with small working memories. Such readers devote so many resources to reading processes that they have less capacity for retaining earlier verbatim wording in working memory. (Author/RD)

Describes and presents an inventory for estimating primary grade students' ability to read mathematical vocabulary and their understanding of math concepts. (FL)

Concludes that individuals can read unfamiliar but relatively easy material at high rates with high accuracy of comprehension, but they do not provide strong support for rauding theory. (FL)

Discusses the shortcomings of teacher preparation in the area of questioning. Proposes using two contrasting paradigms for developing and analyzing questions for use with different texts and for different purposes. (FL)

Notes that intermediate grade students who still have difficulty understanding implied messages in print have a limited time for learning the skill. Suggests that the traditional teaching method of questioning about a passage is ineffective, and proposes a direct instruction method for use in a variety of situations. Recommends materials that…

Examines the individual and combined effects of between-sentence cohesive conjunctions, reference (lexical cohesion), and response rhetorical predicates on college freshmen's comprehension of selected passages of scientific, technical prose. (HOD)

Presents 21 specific suggestions for improving students' reading ability. (TA)

This paper demonstrates how attention to developmental skills at every stage of language instruction enhances mastery of specific structural targets. A college German course in which a high degree of reading comprehension is the objective is used; Modified-Adjective Construction is the specific structural target. (CHK)

This report is intended to provide background information that will help reading specialists, education technology specialists, classroom teachers, and special education teachers work together to understand, evaluate, and implement effective uses of technology within K-6 reading programs. It brings together the research-based guidelines for…

This What Works Clearinghouse (WWC) report examines the effect of "Instructional Conversations and Literature Logs" used in combination. The goal of "Instructional Conversations" is to help English language learners develop reading comprehension ability along with English language proficiency. "Instructional…

This book provides practical, research-based guidelines for reading comprehension instruction in grades K-9. The book integrates current research findings with real-life observations of diverse students in action, identifying the strategies that successful readers use to comprehend many different types of materials. It offers recommendations for…