Analyzes alternative cloze forms derived from selected deletion strategies, scoring procedures, and blank conditions for respective effects on the cloze test performance of college-level readers. (HOD)

Develops a text-specific prior knowledge measure that predicts the likelihood of a student's success in recalling the content of a reading passage. (HOD)

Argues that peer-assisted learning is a good option for teachers concerned with providing as much individual help as possible to their students. Describes one such peer tutoring program. (FL)

Reports on a study in which a heterogenous group of college students completed questionnaires in which they described their reading experiences in order to determine their physical and mental experiences while reading two short stories. (HOD)

Concludes that substituting easy for difficult vocabulary words makes text easier to comprehend, and that redundant information in a text contributes to successful text comprehension. (AEA)

Concludes that there is a strong positive relationship between an elementary school's organizational climate (whether the school is "open" or "closed") and student reading performance, with achievement being greater in the more open schools. (FL)

Describes two experiments that were conducted to determine the relative influence of text data and prior knowledge on the kinds of inferences children make when answering questions about stories. (HOD)

Presents computational and psychophysical evidence in support of a theory of one of the earliest stages of visual processing in reading--the isolation of words in text. (HOD)

Describes three experiments that investigated the influence of a context sentence on the processing of a subsequent sentence. Concludes that context can affect within-sentence processes in comprehension. Test materials used in the experiments are appended. (FL)

Discusses the effectiveness of two techniques of teaching vowel knowledge--the vowel-in-isolation approach and the phonogram approach. (FL)

Concludes that branched stories, which involve the reader actively in a story, can produce better attitudes toward reading on the part of elementary school students than stories from basal readers. (FL)

Examines basic properties of selected orthographies of various languages and suggests that they play a crucial role in transferring reading ability across languages, especially if the language systems are quite different. (FL)

Discusses the methodology and results of a study in which elementary school children were questioned before and after a series of tutoring sessions about how they would teach their children to read. After tutoring, the students showed increased recognition of the importance of reading aloud and using interesting materials. (HTH)

Examines the prevailing theories of reading comprehension: the psycholinguistic model, schema theory, and the skills model. Discusses their implications for instruction. (FL)

Argues against the implicit use of readability formulas as guides to writing graded texts and urges experimental research to define the real factors constituting readability. (AEA)