Planning, conducting, and reporting leading-edge research requires professionals who are capable of highly skilled reading. This study reports the development of an empirically informed computer-based learning environment designed to foster the acquisition of reading comprehension strategies that mediate expertise in the social sciences. Empirical…

Individual differences in reading and cognitive processing among a sample of generally poor readers were studied in order to answer two major questions: Do they have a specific cognitive style that favors global-simultaneous strategies and a weak sequential strategy? If they do not have a distinct cognitive style or strategy, but are merely poor…

Presents research findings about the development of metalinguistic awareness (MLA) in young children. Discusses MLA and reading readiness, and the implications for beginning reading instruction. Suggests various reading methods which allow children with both high and low levels of MLA to develop literacy. (MM)

Examines the effects of direct instruction in finding the main idea of an expository text, and in monitoring reading comprehension using self-generated questions based on main ideas. Reports that reading comprehension improved with direct instruction in main idea and question generating. (MM)

Evaluates Phil Ritchie's research report (same issue) on the effects of direct instruction in finding the main idea of expository texts and using self-generated questions to monitor text comprehension. Points out that the most successful teachers of comprehension are teaching comprehension skills directly. (MM)

A study hypothesized that if prediction, clarification, question-generation, and summarization strategies were taught using scaffolded instruction, then poor comprehenders might be able to learn the strategies so that they could apply them to text on their own and thereby improve their performance on standardized comprehension measures. Subjects…

Four field tests of Canadian software show that computerized interactive fiction teaches both history and independent reading/study skills. (ARH)

This volume presents the 51st Yearbook of the National Reading Conference. Included in this volume are 28 research reports, six invited and award-winning addresses, and a conference summary by Deborah Dillion. Readers will find quantitative, qualitative, and mixed-methods studies throughout the volume about topics ranging from early literacy…