Fifty fifth-grade students read passages at three readability levels from four content areas, then answered vocabulary, literal, and interpretive questions based on each passage. Significant differences in comprehension were found across ability levels and content areas. One sample passage is appended. (FL)

Concludes that second graders' self-reports of comprehension and liking were highly related to the performance measure of error detection for good readers but not for poor ones. (FL)

Argues that the distinction reading researchers make between good and poor reading is an artifact of the way researchers define and verify statements about good and poor reading. (HOD)

In a question-and-answer format similar to that used by Dear Abby and Ann Landers, a professor suggests possible letters he might receive and formulates humorous answers to them. (DF)

Presents results of a survey to determine the characteristics, organizational patterns, instructional methods, and current trends in university reading clinics in the United States. (FL)

Reviews field dependence/independence research as it relates to reading and reading instruction and draws implications for reading instruction. (FL)

Reports that parents of third-grade students had clear responses to various styles of reporting standardized reading test scores and preferred one that indicated how the child had improved over past performance and that showed the toughest item the child could handle on the test. (FL)

Demonstrates the positive effects of instruction using environmental print to stimulate print awareness in preschool children. (FL)

Describes two aspects of reading theory: a reader's background knowledge and the organization of text events and ideas. Illustrates how these aspects were applied to instructional design and discusses the results of this application. Includes recommendations on how to apply background knowledge and to create more comprehensible texts. (RDN)

Reports on a study that examines the effects precis writing and outlining have on students' ability to identify ideas in a text and generate and elaborate on those ideas in a written form. (FL)

The usages of transaction and interaction are differentiated as reflections of differing paradigms, the transactional theory of reading is disassociated from information processing and interactive processing, and the implications for research of various concepts basic to the total transactional theory of reading are discussed. (HOD)

Reviews research pertaining to metalinguistic awareness in young children; examines issues related to the direction of cause between metalinguistic abilities and reading, disparities in research methodology between studies, and commercial instruments perporting to measure metalinguistic knowledge; and offers implications for reading instruction…

Documents large differences in the reading of function and content words and how these differences change with development. (FL)

Concludes that when presented stories, some of which were inconsistent because of missing pages, less skilled readers were poorer at reporting a missing page, placing it correctly, and fixing the story than were skilled readers. Stories are appended. (FL)

Nine- and ten-year old good and poor readers read a target sentence, either a word or a pseudohomophone, preceded by incongruous, congruous, or no-sentence context for the pseudohomophones. Results were consistent with the interactive-compensatory model of reading proposed by Stanovich. (FL)