Discusses results and implications of 27 related investigations of beginning reading instruction, including the problems and benefits of diverse experimental approaches. (MD)

A three-pronged classification scheme for organizing reading research helps clarify different directions pursued by researchers. Studies are grouped under the following headings: (1) how readers comprehend a passage; (2) what forces regulate comprehension; and (3) how comprehension abilities are acquired. Exemplary studies in each category are…

A new approach to measuring readability is proposed based on the analysis of texts as causally connected chains of actions, physical states, and mental states. Using the inference load formula reflecting the difficulty readers have in inferring causal connections, the difficulty of texts can be adjusted for readers differing in skill or knowledge.…

Context-dependent metaphoric sentences of literally equivalent paraphrases were used as concluding statements for short didactic passages to investigate whether metaphors help or hinder prose comprehension. Adult participants' recall protocols indicated increased memorability for passages with metaphoric conclusions. (Author/LC)

Reports on the development of a computer program that was used with five different readability formulas to assess levels of reading difficulty. (FL)

Concludes that there are distinct differences between college reading clinic and classroom reading instruction as it relates to the teaching of comprehension. (FL)

Reviews the research relating reading and writing, offers instructional implications of that research, and points out directions for further study. (JL)

Research findings are cited that explain how reading comprehension is a complex process involving the coordination of multiple factors and provide a basis for instructional methods to improve children's reading comprehension skills. (MLF)

Concludes that the general theory of text processing proposed by Kintsch and van Dijk is able to account for the memory of radio news bulletins in a number of respects. (FL)

Use of cognitive capacity was measured during reading of text in six experiments. Results were consistent with a comprehensibility theory stating that when more meaning is produced in reader's cognitive system while reading a text, more cognitive capacity is filled by reading it. (FL)

Concludes that the reading interests of gifted intermediate grade students do not differ greatly from those of children in general, with most preferring mystery, adventure, and fantasy materials. (FL)

Investigated the influence of reading time and words read per minute on the literal and interpretative comprehension of primary school students in Nigeria. (FL)