Demonstrates that the application of reading and study skills during subject-area teaching does transfer to higher achievement scores on standardized tests. Suggests a realistic strategy for including reading instruction within subject areas at the junior high school level. (Author/RL)

The author identifies assumptions which, though not firmly validated by research, are suggested as bases for effective assessment and instruction of learning disabled adolescents. (PHR)

This study investigated the differential performance of subjects across cultures (U.S. and Ireland); grade levels (grades 2, 3, and 4); and three test formats (multiple-choice-cloze, maze, and cloze). Recognition test formats produced higher scores than the cloze format. Cultural influences were also reported. (Author/GDC)

Describes a method for teaching language skills to adults through various reading, speaking, and writing exercises. (AM)

Describes a technique for social studies teachers to determine students' reading abilities. The technique combines comprehension on reading selections from course texts with a cloze test with fill-in-the-blanks based on a reading passage. Also suggests use of alternative texts for students with low reading ability. (AV)

Describes the components of a reading program for deaf children that is characterized by systematic and carefully planned increments of instruction, intensive review and reinforcement, and the use of materials that control the semantic and syntactic features of language. (MAI)

Outlines can be used before and after reading textual material to improve recall and comprehension. (MKM)

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. Compared were the effects of three instructional strategies on the reading comprehension of six 9- to 11-year-old learning disabled students in a resource program. (BD)

Equivalent forms of listening comprehension, oral reading, and oral reading comprehension tasks in (1) standard English, (2) black English, standard orthography, and (3) black English, nonstandard orthography were administered to black, inner-city children. Subjects scored highest on black English, standard orthography and lowest on black English,…

A Spanish course is described in which reading ability was gained as a preliminary to a conventional first-year language course. Through passive learning, recognition of vocabulary and grammatical structure was achieved, and correct pronunciation and writing drills reinforced learning. Good results were obtained in the subsequent conventional…

Reviews reports of the use of taped books and reading materials with students as a method of reading instruction. Also suggests related techniques such as choral reading, sustained silent reading, and the neurological impress method. (MKM)

Discusses a study that compared the use of interpretive dramatics activities to basal reader workbooks for developing the comprehension skills of recognition and recall of details, sequencing of events, and generalizing the main idea. (JM)

Describes a third-year English test for fifth graders, with examples (and discussion) in the areas of listening comprehension, answering questions, asking questions, speaking about a series of pictures, reading comprehension, sentence conversion and letter writing. (Text is in German.) (IFS/WGA)

A description of a French course given in Mexico to mathematics teachers. The object was to enable them to read primary, untranslated sources as quickly as possible. The general learning objectives, characteristics of students and teachers, methods, and a complete sample lesson plan are given. (Text is in French.) (AMH)

Reviews research relevant to understanding the conditions in which elaborative inferences are made, with a particular concern for the implications for schema-theoretic notions of comprehension. (FL)