Discusses the emerging assumptions of literature and its teaching that knowledge is made and must be remade by each person. Considers the relationships between the reader and the text, the reader and the reader, and the relationship between texts. (EL)

A replication of D. Durkin's classic study of comprehension instruction reveals that the study has had profound effects on the way reading is now taught. (FL)

Provides a number of ways teachers can use newspapers to teach comprehension and critical thinking and to help students develop sensitivity in awareness of the self, the community, the nation, and the world. (FL)

Analyzes several questions and student answers, and the graders' evaluations of student responses on each of two advanced placement examinations--the one which tests Vergil and the one which tests Catallus and Horace. The percentages of participants scoring at each grade level of the exam are also presented. (SED)

Shows how conceptions of literacy in reading have changed and what sorts of instruction best suit each conception. Identifies four conceptions of literacy: (1) decoding, (2) structural comprehension, (3) elaborative comprehension, and (4) critical thinking, and argues that each is best allied with a certain form of instruction. (FL)

Dr. Jeanne S. Chall discusses her research on the stages of reading development from prekindergarten through college and its implications for classroom teaching. (MBR)

Multiple-choice reading comprehension items from a conventional, norm-referenced reading comprehension test were successfully analyzed using a simple latent class model. Results support the use of latent class, state mastery models with more heterogenous item pools than has been previously advocated. (Author/PN)

Argues that colleges can use Verbal SAT scores to place freshmen in reading courses when comprehension measures are not available. (HOD)

Describes activities to promote the integration of the right and left hemispheres of the brain that improve the attitudes of remedial readers. (AEA)

Investigates the development of children's metacognitive knowledge about reading, its relationship to reading performance, and the influence of using two different interviewing techniques for eliciting information about reading. (FL)

Suggests that self-reported story climax imagery is related to deeper levels of processing on reading comprehension measures that do not rely disproportionately on verbal reasoning processes. (AEA)

Examines how cross-cultural schemata influence reading comprehension and offers some guidelines for developing comprehension of culturally different students. (HOD)

Concludes that on an immediate recall test, fourth-grade students taught with a graphic organizer strategy for facilitating comprehension recalled significantly more idea units in a test passage than did students who had not received such instruction, but there were no performance differences between the two groups on a one-month delayed recall…

This examination of the reading processes of 36 fifth graders focused on the reader's attempts to gain meaning from three content passages using syntactic and semantic cue systems. The reading strategies of high, average, and low ability readers appeared not to vary with content. Prior knowledge and interest influenced comprehension. (Author/BS)

Reports on research which analyzes writers' lexical familiarization devices, as well as the teaching of specialist vocabulary recognition and recognition strategies. Argues that current views of foreign language teaching do not take sufficient account of the development/recognition distinction in the field of specialist terminology. (SL)