The purpose of this study was to examine the relationship between working memory and text coherence in Chinese text comprehension. Eighty-six subjects were asked to complete an operation-character working memory span task to classify them into low-span and high-span and a reading task to measure the time to detect inconsistency as well as their…

Argues that "kid watching," the model of the successful reader, story schema, predictable materials, language experience, and supportive writing are all indicators of the return to common sense in reading education. (FL)

Reviews research in which children's processing of individual words is examined in prose context. When taken together, the data suggest that the reader's dependence on contextual constraint for individual word identification decreases with age. (HOD)

Two groups of undergraduates differing in reading ability were tested on a number of reaction-time tasks designed to determine the speed of encoding visual information at several different levels, tests of sensory functions, verbal and quantitative reasoning ability, short-term auditory memory span, and ability to comprehend spoken text.…

Presents the results of two studies intended to determine: (1) whether psycholinguistics can explain the reading behaviors of adult Spanish speakers reading in English and Spanish, and (2) whether these readers transferred their Spanish reading skills to English. (Author/AM)

This report presents an analysis of data from an experimental study of teaching effectiveness. Results indicated that both the format and the experimental treatment influenced classroom processes. (JN)

Summarizes 554 reports of reading research, categorized into six major areas: summaries of reading research, teacher preparation and practice, sociology of reading, physiology and psychology of reading, teaching of reading, and reading of atypical learners. (AA)

Outlines instructional implications of a theory of reading comprehension that holds that a transaction takes place between reader and text during which the reader derives meaning from printed marks based on personal experiences. (AEA)

Determines patterns of researching used by proficient middle school students and whether the organizational pattern of the final text follows the researching pattern. Interviews and observes six students conducting a reading-to-write activity. Establishes different researching profiles, which influenced paper type written. Suggests different…

Investigates whether prereaders who knew all their letters are better at forming logographic access routes than letter-sound access routes into memory from words read by sight. Concludes that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues the letters…

Explores the nature of the picture story book event from a semiotic perspective. Describes a classroom event in which a picture story book was constructed during teacher-student-text interaction in a second grade classroom using involving oral reading and discussion, interpretations of the main character's traits, letters to the author, and…

Discusses problems related to using basal readers for reading instruction. Recommends actions for local administrators and policymakers. (MG)

Investigates the effects of verbal and pictorial advance organizers on science text comprehension of children with high or low prior knowledge. Finds that verbal advance organizers assist text comprehension of children with strong prior knowledge, while the addition of a pictorial component aids comprehension of children with weak prior knowledge.…

Annotates (1) 28 professional books which deal with the whole language approach in the area of reading and writing; and (2) eight books to use as computer-related resources. (MG)

Reviews research and anecdotal accounts which present instructional techniques and which suggest that the quality of instruction, quality of time, and quality of books are significant factors in ensuring that story reading is a true literacy event. Argues that consistent story readings facilitate the acquisition of the reading process. (RS)