Examines the differential influence of pictorial vs. verbal forms on the comprehension of metaphor in younger (second grade) and older (fifth grade) children through their performance on the pictorial Metaphoric Triads Task. (HOD)

Investigates the effect of two repeated reading procedures on second grade transitional readers' oral reading performance with practiced and unpracticed passages. Found that reading rate, accuracy, comprehension and prosodic reading were significantly improved by repeated reading practice, regardless of training procedure employed. (SKC)

Describes a content analysis of the journal entries of six college freshmen in developmental reading courses, which indicated that students' metacognitive awareness of both reading and learning processes increased over time. (HTH)

Describes a Hebrew University program for academically disadvantaged students, focusing on a workshop component which emphasizes learning skills and study strategies. An evaluation of the workshop indicates that it leads to improved achievement in several academic fields (including the natural sciences). (DH)

Discusses text displayed on computer screens and examines the effects of three layout variables--justification, line length, and leading--on reading speed and comprehension. Current literature on each variable is reviewed, and implications for the design of computer-based instruction are presented. (Author/LRW)

Intermediate-level English as a second language students were examined for levels of reading comprehension. Half of each group (experimental and control) received more complete versions of test passages than the other half, and the experimental group was taught appropriate cultural background information between tests. Background knowledge did…

Examines differences in secondary students' vocabulary learning from inconsiderate (text characteristics that inhibit learning) and considerate contextual information. Reports that contextual information in natural text may be inconsiderate for word learning, but students may be satisfied with partial/erroneous knowledge. (MM)

Discusses how beginning readers respond to familiar and unfamiliar stories. States that children begin as inventive readers, using different strategies--such as naming, counting, or structuring--to "read" the text. (MM)

Thirty-two hearing-impaired adolescents were assessed on comprehension of three anaphoric forms within conjoined sentences: repeated noun, personal pronouns, and null form. The null form anaphora in a semantically acceptable environment, in which some hearing-impaired students apply a deviant object-subject deletion rule, was significantly more…

Offers a model of assessment for disabled readers that yields information not only about current performance but also about the potential for learning. (FL)

Advances a set of five principles related to the development of independent learners and recommends the use of three types of activities effective in moving students toward greater independence in applying their ideas and skills. (NKA)

Describes how a learning strategies approach can enable learning disabled students in secondary schools to study effectively, using as an example the acquisition of specific information from reading a chapter in a science text. (JC)

Four experiments were conducted to determine the effects on decoding mistakes and comprehension of text passages at fastest and slowest reading rates. Subjects included 181 Israeli first graders and 60 American first graders. Subjects reading at their normal maximum speed averaged fewer errors and higher comprehension. (Author/LMO)

Summarizes the benefits and limitations of the use of story grammars in the elementary reading classroom. Provides suggestions for implementation in the classroom. (ARH)

Explains the difference between a reading aloud to children program designed to motivate children to read, and a developmental listening program which provides a focus for listening in a whole language environment and requires response and evaluation. (SD)