Reviews more than 60 German studies on dyslexia and summarizes their findings and their implications for remedial instruction and future research. (FL)

Suggests that integrating story maps into a reading lesson helps readers attend to details as well as to relationships between story elements before, during, and after reading. Reports findings of a study to support this belief. (FL)

Examines comprehension strategies experienced readers use to deal with very difficult text. (HOD)

Relates an experiment in which relaxation techniques and visual image training enhanced poor readers' comprehension and literal recall of narrative prose. (HOD)

Reviews citation analysis literature and explores use of citation analysis to identify core journals and indicate disciplinary structure and interrelationships of journals reporting on reading research. Use of 1980 "Journal Citation Reports" data to generate criterion for selecting high impact journals and list of 33 core journals is…

Describes a project in which children were given in-depth experiences with a range of quality stories and then were interviewed using a series of open-ended questions to obtain their responses. The project was intended to gain insight into the process by which children make sense and meaning from stories. (HTH)

Gives further consideration to the nature of text patterns and the development of reader awareness of these patterns, examines ways of teaching pattern awareness and processing, and pinpoints some issues and problems associated with reading text patterns. (HOD)

Describes a study investigating the effects of group hypnosis on the reading improvement of university students. Finds marginally significant improvement in total vocabulary and comprehension scores and greatest improvement in students with initially low reading scores. Sees group hypnosis as an efficient and economically feasible instructional…

Reviews research indicating that presenting vocabulary in semantically related clusters may improve students' vocabulary knowledge and reading comprehension. Describes how words from elementary school textbooks were divided into semantic clusters and makes suggestions for their use. (FL)

Presents results from a study that used an intensive design approach to investigate cognitive aspects of fluent reading. Cites data from the study to illustrate the advantages of the methodology for monitoring intrasubject variability in text processing. (FL)

Shows that synonymic scoring of cloze tests is highly variable--that the score seems to appear simply on who grades the test. (FL)

Reviews the use of the ERIC index term "Reader Text Relationship" with a view to deriving a tentative definition of the term. (FL)

Reviews research concerning sustained silent reading and lists factors that are important in determining whether such a reading program is successful. (FL)

Concludes that symbol reversals can be remediated with a visual motor training program. (FL)

Discusses the differences in the processes used in reading in a first language and in a second language. Presents some current definitions of reading and details those principles and activities most likely to advance the comprehension process for foreign language learners. Offers a classroom plan for developing reading comprehension. (SED)