Teaching reading comprehension as a process rather than a product demands new instructional techniques. As the psycholinguistic model of reading suggests, readers use prior knowledge and linguistic competence to confirm, reject, or revise predictions on the text's meaning. Methods increasing readers' consciousness of their role in the…

Designed to appeal to students who want a short but up-to-date overview, researchers who are interested in a critical appraisal, and consumers who would like to know what leaders in the field think, this collection of articles highlights the changes that have occurred in readability research from the past to the present and makes predictions about…

Part of a research project designed to develop a theory of the cognitive processes involved in skilled reading by the analysis of the location and duration of eye fixations, this paper concentrates on how eye fixations can be used to determine when encoding, lexical access, parsing, and integration processes are executed and how they are affected…

Intended for those who want to understand the nature of listening in the communication process and for students who wish to understand and improve their own behaviors as listeners, this book draws upon theory and research in the field of listening as well as from a variety of other disciplines. The 10 chapters of the book discuss the following…

The technical reports summarized in this paper were prepared as part of a project designed to determine what is known about the teaching of cognitive skills and to formulate questions relating to such teaching for further research. Topics discussed in the 22 reports include the following: (1) teaching thinking; (2) Aristotle's logic; (3) a…

Suggestions are presented in this paper to help teachers improve their questioning about students' reading as one way to improve the teaching and learning of reading. The paper first outlines three areas in the teaching of reading--the symbol, comprehension, and pleasure areas--and notes that teacher questions should aim at development in all…

This monograph is the third in a series of semiannual reports of research related to reading in secondary schools. The first section of the monograph is made up of three research studies on the validation of teaching procedures to facilitate students' comprehension of content area texts, the graph-reading abilities of seventh grade students, and a…

Language studies examining the language-thought relationship are important as are those that study other psychological factors concerned with the storage of knowledge. Since language is a product of the social process, it is important to consider that the meaning intended by the sender of the message (author) may not be the meaning decoded by the…

Since a review of the literature shows that reading comprehension is primarily a reasoning, thinking process, a procedure called P. L. O. R. E.--an acronym for predicting, locating, organizing, remembering, and evaluating textual material--is suggested as offering a sound theoretical framework on which to base active comprehension instruction.…

This review of the research on listening offers general guidelines to help teachers be more effective listeners and to help them teach their students more effective listening skills. The process of listening is discussed according to three components, attentiveness, understanding, and evaluation, which are viewed as occurring sequentially,…

Instead of urging content area teachers to teach reading skills, reading personnel should be providing them with prereading techniques designed to organize or provide experiences relevant to new concepts to be learned by students. Among the conclusions reached from a review of relevant research are that using multi-leveled textbooks in a classroom…

Summarizes current trends in second language acquisition research and suggests their implications for teaching. Five second language acquisition principles are presented, followed by a discussion of the relevant literature and a description of language teaching practices consistent with each principle. (SED)

Summarizes recent research in reading and developmental psychology. Studies on schema theory and metacognition, and cognitive styles are described, and their implications for school library media programs and teaching critical thinking are discussed. (EM)

Analysis of research involving reading comprehension ability in a second language shows that problems with illocutionary force, logical connectors, and modifiers indicate that many students are either unable to draw on a culturally appropriate memory schema for reading comprehension or have preconceived notions about word meaning that prevent them…

Examination of cognitive prerequisites for the acquisition of reading skills identified two kinds of conceptual representations of language activities--functional and technical concepts. English-as-a-second-language students can transfer these concepts to second-language literacy, but attention must be given to orthographic coding principles of…