Concludes that teachers' questions influence both the sorts of inferences fifth-grade students draw from a text and how well they integrate the new information with what they already know. Argues that they learn best the things they are asked about. (FL)

Two procedures for correcting oral reading errors, word supply and word drill, were examined to determine their effects on measures of word recognition and comprehension with 17 learning disabled elementary school students. (Author/SW)

Discusses details for establishing and evaluating student directed reading groups. (HOD)

Describes a study that focused on measures of reading comprehension using responses from subjects during the reading process--specifically, oral reading errors. Concludes that the scores obtained adequately predicted reading comprehension performance. (FL)

Discusses how Lord Tennyson's poetry and Chief Seathl's writings reflect radically different world views and presuppositions about man's relationship to other animals and the environment. Advocates schools either teach students techniques enabling them to uncover bias or have them read materials more in accord with ecologically sound…

Concludes that sixth-grade students taught with methods that used a structured overview to activate background knowledge, the cloze procedure to develop an inferential thinking strategy, and a self-monitoring checklist to maintain the strategy increased their inferential comprehension skills as measured by both immediate and delayed transfer…

Examines the effects of a 10-week program designed to heighten fifth- and eighth-grade students' awareness of information explicitly stated in text, implied by text, and found only in the individual's knowledge base. (FL)

Explains that the speech compressor/expander is a piece of electronic equipment useful in second language learning laboratories. Considering the relationship between technology and its use as an aid in achieving fluency in comprehension, the theory of rate alteration in second language learning is supported as a viable tool to enhance any…

Two experimental groups of fourth graders received instruction in the use of graphic organizers. Subjects in the control group were taught by the reading-recitation method. Graphic organizer instruction improved students' ability to read and retain social studies information. (RM)

Advocates the use of scripts for a "top-down" approach to reading texts. Analyzes forecasting scripts in newspapers and distinguishes the following categories: prediction, time, source, basis, range, reassessment, and modifications. Argues that such a description is helpful as a training device across a wide range of genres, including…

Ten reasons that teachers should read aloud to students in the upper elementary grades are given. Suggestions for choosing books that will be suitable for oral reading are included. (PP)

The purpose of this study was to examine how two different speech varieties used during an oral reading and recall task influenced primary grade teachers' evaluations of reading comprehension and how teachers' attitudes toward Black English related to their evaluations. (Author/PN)

Recommends that classroom teachers use Question Answer Relationships (QARs) in developmental reading programs in content area subjects. (AEA)

Suggests that teachers can develop students' study-reading skills more successfully using investigative processes rather than workbook-type exercises. (AEA)

Reviews research on story grammar to show how crucial it is for readers of all ages to know how stories are structured. Examines implications for teaching and for choosing instructional materials. (FL)