Study uses predictable books to compare three reading treatments reflecting different components of a whole-to-part instructional model. In three first-grade classrooms, beginning readers working with isolated words in a modified word bank activity learned more words than when they worked with sentence strips. Discusses implications for the use of…

Analyzes training procedures designed to address specific phonological deficits in six- to eight-year old disabled readers (N=24). Children were taught to connect printed letter clusters with underlying oral-motor activity. Posttest results reveal that all children were successful in segments representing trained reading rules, but disabled and…

Two main types of schemata exist for reading: content schema, representing existing knowledge of objects and events; and textual schema, including knowledge of discourse structure and conventions. There are at least six major schema functions important to reading comprehension: (1) schemata provide slots for assimilating additional knowledge; (2)…

Argues that second-language reading comprehension and its assessment can be usefully divided into two aspects: (1) comprehensions (different levels of comprehension the reader adopts to suit different purposes of reading); and (2) interpretations (different readings of the same text resulting from different background knowledge or preoccupations…

Suggests that reciprocal teaching (interaction of novices and experts in explicit, overt demonstrations of strategy use) is a successful way of increasing comprehension scores of students. Outlines the theoretical underpinnings of reciprocal teaching and reviews research examining its effects on comprehension disabled subjects. (MM)

Provides a review of current research on the relevance of morphological awareness to reading and reading instruction. Discusses children's development of awareness of the morphemic structure of words and the need for children to learn strategies that will help them read, spell, and understand morphologically complex words. Concludes that educators…

Argues that in the last 10 years the field of cognitive science has added much to the understanding of how to promote text comprehension. Focuses on the role of questions, text structure, and causal network theory as an approach to comprehension enhancement. (RS)

Argues that deep coding skills must and can be introduced, taught, practiced, and reinforced within contexts meaningful to students. Shows how teachers can provide these meaningful educational contexts within which decoding strategies make sense to emerging readers. (SR)

Compares the effects of three kindergarten intervention programs on at-risk children's subsequent reading and spelling skills. Children potentially at risk for dyslexia (N=138) were assigned to one of three training conditions. Results indicate that combined training yielded the strongest effects on reading and spelling in Grades 1 and 2.…

Experiment compares students receiving an instructional intervention designed to increase intrinsic motivation with students receiving traditional instruction. Concept-oriented reading instruction (CORI) integrated reading and language arts with science inquiry, emphasizing learning goals, real-world interaction, competence support, and…

A balanced approach to reading instruction favors cultivating reading as a strategic activity that requires intentionality, interest, and motivation on the part of the learner. Includes references. (MD)

Concludes that poor readers benefit from a cooperative strategy that gives them practice toward fluency in a supportive situation. Explains how repeated reading works and offers a strategy for using it. (FL)

Reviews field dependence/independence research as it relates to reading and reading instruction and draws implications for reading instruction. (FL)

Identifies types of reading passages that tend to be troublesome for poor readers who have difficulty in evaluating and revising their initial hypotheses about the content of a passage. Offers teaching strategies to help these students. (FL)

Concludes that when its guidelines are met, sustained silent reading seems to unite selected positive aspects of both direct and open instruction models into an effective activity. (FL)