Argues that one way to investigate the relationship of text to story taker (reader or listener) is to compare how the writer has made the story to how the story taker has recreated the story. Indicates a resonance between the story taker's retelling and the original text. (RAE)

Examines 9- to 11-year-old dyslexic children's object naming problems and concludes that they are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Attributes these difficulties to lexical-phonological representation of spoken words they know. (RS)

Investigates the ways sociologists perceive and evaluate student writing. Suggests that writing instructors need to examine closely the responses of academic readers to student texts in order to identify patterns of comprehension and evaluation that characterize disciplinary discourse communities. (MS)

Suggests a way of helping students apply their reading skills to solve math word problems. Claims comprehension monitoring is a set of skills that can be applied to both reading and math problem solving to help students integrate their reading skills with their computational skills. (MS)

Reviews "The Nature of Vocabulary Acquisition" by Margaret G. McKeown and Mary E. Curtis. Focuses on three questions involving vocabulary acquisition: (1) What does it mean to know the meaning of a word?; (2) How does knowledge about word meanings develop?; and (3) What is the relationship between vocabulary knowledge and comprehension? (MM)

Discusses the various phases of studies designed to determine the best ways to train readers and reading teachers to be "metacognitively aware." Concludes that these studies can be used to prove the superiority of any one technique over another. (FL)

Outlines a project designed to develop and extend the writing of 10- and 11-year-old students that utilized an interdisciplinary thematic approach and emphasized writing within meaningful contexts. The unit, which linked the study of color with Bible study, incorporated the strategies of conferencing and drafting. (SKC)

Reviews the fifth edition of the Classroom Reading Inventory (CRI), which contains four forms of the inventory and two graded spelling surveys. Concludes that although there are problems in the fifth edition, there is much that is good, especially the helpful hints section for the novice examiner. (SKC)

Rejects phonics or any other reading method as "best" for every child. Summarizes major conclusions of reading styles research, outlines five reading style stimuli, offers tips for increasing reading achievement and enjoyment, and presents research results from five pilot school districts. Matching instruction to individual reading styles is…

Reviews the research supporting two views of reading instruction: (1) that learning occurs through social interaction with an expert; and (2) that students should be put in control of their own learning. Suggests implications for classroom reading instruction. (ARH)

Reports on a study which examined children's and adults' use of text structure and content schemata in isolation and as they interact. Indicates that subjects' ability to select appropriate schemata supported the validity of both schema types. Also finds that structure and content schemata interact with schooling and text to influence processing…

Indicates that frequent one-to-one story readings in a school setting increased the number and complexity of comments and questions from a group of four-year-old children of low socioeconomic status. (ARH)

The verbalized thinking of two sixth grade children while reading is analyzed using schema theory. An outline of a critical thinking theory is given and contrasted with schema theory. Conclusions for reading theoreticians are discussed. (MT)

Suggests that reciprocal teaching (interaction of novices and experts in explicit, overt demonstrations of strategy use) is a successful way of increasing comprehension scores of students. Outlines the theoretical underpinnings of reciprocal teaching and reviews research examining its effects on comprehension disabled subjects. (MM)

Concludes that subjects' success in deriving the meanings of unfamiliar words was affected by prior experience with related words and by the strength of the surrounding sentence contexts, but that they did not combine the two information sources to yield higher vocabulary scores than obtained with either source by itself. (FL)