A study examined the relative effectiveness of repeated readings and listening-while-reading in promoting reading fluency. Subjects, 20 third grade students in a community in the southeastern United States, of high, average, and low reading levels, had their reading fluency measured in two cycles: subjects who repeatedly read a passage in the…

Focusing on content area reading in secondary education, this annotated bibliography contains references to 29 articles and papers in the ERIC database, dating from 1987 to 1989. The citations include articles discussing computer-assisted strategies, and reading strategies in math, science, and social studies. Other citations include articles…

The 1985-86 Chapter 1 Reading Skills Center Program which provides supplementary individualized instruction in reading and writing to eligible students in grades four through eight attending nonpublic schools in New York City is the subject of this evaluation report. The Chapter 1 Reading Skills Center Program aims to enable students to achieve…

The acquisition of visual information, which occurs during eye fixations, involves two processes: registration (visual information becoming available to the brain) and utilization (visual information being used to further text comprehension). Registration occurs at the beginning of a fixation, while at least four possible patterns describe the…

A study investigated the effect on reading comprehension of using semantic impressions as a previewing activity to provide an overall impression of a story's structure. Subjects, 31 eighth grade remedial reading students from a suburban junior high school, were divided into two groups: a treatment group that received semantic impressions as a…

A study investigated the inferential processing involved in the comprehension of a class of complex predicates (such as "remember to,""manage to,""fail to," and "neglect to") that are known as implicative. The subjects, 64 college students, were timed while they drew inferences from syntactically affirmative…

One of the most consistent findings of research on discourse is that important text information is better learned than less important information because readers devote more attention to the important information. There is now very good reason to believe that questions cause readers to attend selectively to question-relevant information and that a…

A study assessed the effects of metacognitive training in question answering strategies on students' ability to answer postreading comprehension questions. In the first part of the study, baseline data concerning the level of metacognitive awareness exhibited by expert readers when answering questions were gathered through the use of 44 skilled…

A study was conducted to define the linguistic and discourse parameters of text difficulty from the point of view of both the reader and the text in order to redefine readability and to provide an operational way of explaining processing difficulties of the near-mature reader. Subjects were 14-year-old students in the United States and the United…

A study required children to tell and to dictate stories that were real and make believe, all about the same basic topic, as part of things people do when they "write a story." A further purpose was to explore the reading knowledge of children who are just beginning to read. Children's reading attempts for these stories were used to…

A study investigated whether metaphors help or hinder prose comprehension. The subjects, 71 college students, read eight short stories and rated their quality and the effectiveness of the writing. Approximately half of the subjects received stories that contained metaphors, while half received the same stories in which the metaphors had been…

Naturalistic inquiry (based on the ethnographic research paradigm) has the potential to supplement, or possibly to replace, quantitative experimental research in education. For years most reading researchers have used the experimental research design. This design fails to tap self-concept, value systems, purpose of and attitude toward reading,…

Eighty-eight college students were invited to cook a chocolate mousse and were allowed first to ask any question that seemed helpful to completing the task. The questions were answered immediately according to a predetermined schema: in one condition the subjects were told that the task would be rather easy, in the other condition they were told…

Based on an extensive review of literature on the depth of comprehension approach, a study was conducted to induce various degrees of depth of processing at the semantic inferential level through orientation tasks. It was hypothesized that the most superficial reading would occur for "error correction" and the deepest reading would be done for…

Addressing the question of how schools and teachers can foster an advanced level of reading awareness among secondary students, this paper focuses on the similarity in language used to describe recent research on both the composing process and comprehension as acts of constructing meaning. It presents a perspective on the reading/writing…