This 9-week mixed-methods study aimed to examine the effect of online reciprocal teaching on fourth grade primary school students' (N = 30) reading comprehension skills and reading motivation. As data collection tools, the "Reading Comprehension Test" was used to determine students' reading comprehension levels, while the…

Investigates relationships between syntactic awareness and reading proficiency. Fourth- and fifth-grade children of varying decoding ability differed in syntactic awareness according to their ability to correct grammatically deviant sentences in an oral language task. Significant correlations were observed between task results and measures of…

Subjects in this study were 69 fourth-grade students enrolled in a Chapter 1 program who received low scores on a standardized reading comprehension test in the spring of 1982. One group (n=35) received 15 minutes of programed reading tutoring each day throughout the 1982-1983 school year as a supplement to classroom instruction. The Houghton…

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)

Two experiments were conducted to test the hypotheses that the ability to draw inferences from a text about an unstated agent is based on the quality of information available to the reader, and that the quality of the information is itself based on the unique nature of cues embedded in the text and on the relevance of prior knowledge held by the…

A study investigated the effects of nonverbal and verbal classification abilities on reading comprehension. Subjects, 104 fourth grade students, were tested on three measures of classification skill (a shifting of criteria task, a free sorting task, and a three-level hierarchical classification task) and on a measure of recall of relevant story…

Two studies with poor readers in grade 4 (total N=68) examined the relationship between word identification speed and story reading fluency. Benefits were found for single-word practice prior to reading stories containing those words, even for children who were particularly poor namers. Results are related to theoretical links between fluency and…

Interviews were conducted with 142 above-average readers and 128 below-average readers in the fourth grade. In contrast to poor readers, good readers reported understanding what they read, talking more, being understood more often, and reading more frequently at home and for fun. No differences existed between groups in opinions of the value and…

A study was undertaken to evaluate the effectiveness of a training program to help teachers instruct students in finding the relationship between questions designed to test their comprehension of a text and the location of possible information for answering those questions. Specifically, the study examined whether training would enhance student…

To gather longitudinal student achievement data from schools utilizing the four-day week, Iowa Tests of Basic Skills (ITBS) grade equivalent scores were obtained in 1984 from five rural Colorado school districts for four consecutive years--two years prior to and two years following the districts' change to the shortened week. A first analysis…