The data gathered for this study supports the hypothesis that using journal writing, as a follow-up to reading literature, would improve second graders' ability to comprehend texts. The study compares the effects of journal writing and language-related activities on reading comprehension. Two groups of second graders were pre- and post-tested in…

Integrated instruction may be everyone's ideal, but it is the reality in few classrooms. This review of existing literature examines research to determine why this ideal may be infrequently realized. The review concluded that the mismatch between ideal and practice may be at least partially explained by the ambiguity in definitions in the…

Reading comprehension is of great concern to many Americans, as evidenced by the mandate in most states today for graduation standards in reading and for assessments aligned to those standards. This book focuses on what has been learned from research about fostering reading comprehension in the middle grades, providing a broad overview of current…

This paper deals with research on the effects of the promotion of reading by means of the mass medium television and refers to a study done on behalf of the Reading Association (Stichting Lezen) and the Foundation for the Collective Propaganda of Dutch Books (Stichting Collectieve Propaganda van het Nederlandse boek), two Dutch literary…

"Readiness for reading" is a phrase familiar to anyone interested in the teaching of reading. Readiness is an essential factor in any phase of learning. If the individual is to learn, some foundation for that learning must be established. Relatively few articles concerning the place of readiness in areas other than reading appear in educational…

Presents suggestions, research, and instructional materials contained in the ERIC system to help secondary students in mathematics content reading. (RB)

Discusses several factors of reading ability and their interrelationships at elementary, secondary, and college levels. (TO)

Presents a study to determine whether a portion of curriculum time devoted to a quiet reading practice period could improve reading comprehension as effectively as time devoted to direct instruction during one month of daily reading practice. (TO)

Results of this study showed that the high intralist-similarity groups required more learning trails but demonstrated greater word-recognition skills than the low intralist-similarity groups regardless of whether pretraining was used although discrimination pretraining did increase the rate of learning in beginning reading. (TO)

Attempts to obtain information in regard to children's willingness to skip passages when answering reading comprehension test questions. (RB)

See related article by Delores Kessler Kennedy and Paul Weener, CS 705 857. (RB)

See related article by James L. Wardrop and Diane L. Essex, CS 705 856. (RB)

Examines the individual differences on reading tasks observed in the reading behavior of children and adults. (Author/RB)