Researchers agree that a core linguistic deficit underlies poor reading at all ages; poor readers generally exhibit weaknesses in phonological processing and word-recognition speed and accuracy. Reading intervention grounded in research imparts to older readers the skills missed in primary grades and can bring them to grade level in 1 or 2 years.…

Finds that comprehension strategy use and Texas Academic Skills Program (TASP) reading scores were significantly correlated with each other and with grade point average (GPA). The strategies that discriminated between students in terms of GPA performance and TASP reading scores were related to several distinct facets of reading comprehension.…

Compares the effectiveness of the PORPE (predict, organize, rehearse, practice, evaluate) study strategy with the effectiveness of the annotation study strategy using narrative texts. Finds that annotation subjects significantly outperformed the PORPE subjects on the delayed test but there were no significant differences between the groups on the…

This paper reports on a small-scale study that considered whether a phonic-based talking book could outperform one-to-one reading tuition with an adult with respect to improving beginning readers' phonological awareness over a short period. It also examined whether the children's reading strategies were affected by their use of the software. Two…

Using a think-aloud procedure this study explored why certain vocabulary interventions are more facilitative for word learning than others. Second Language (L2) readers' "quality" and "quantity" (Hulstijn, 2001) of word processing strategies were recorded to determine the effect on (a) establishing and (b) strengthening lexical…

The purpose of this study was to provide an in-depth investigation of the four lowest performing students in one kindergarten classroom. The students were provided with 10 weeks of explicit, intensive intervention in phonological awareness skills. Three types of data were collected during the intervention: fluency measures; strategy use to perform…

This study investigated the effects of computer-assisted comprehension practice using a researcher-developed computer program, Computer-Assisted Collaborative Strategic Reading (CACSR), with students who had disabilities. Two reading/language arts teachers and their 34 students with disabilities participated. Students in the intervention group…

Much research has validated procedures to enhance reading fluency in children and adolescents, but more is needed to determine whether such procedures work with adults who have deficits in reading skills. A within-subjects design was used to evaluate and compare the effects of listening while reading (LWR) and repeated readings (RR) on reading…

Five methods for studying the process of reading a text are presented, and a model for discourse processing is outlined. Discourse processing refers to comprehension of the meaning underlying the verbal message. The methods discussed here investigate the reading process as it occurs, and focus on the amount of time taken to complete a task or…

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)

Presents a satirical view of the current literature on reading. Suggests that reading therapy inundates the student with theoretical constructs. (ARH)

Reviews research demonstrating that reading texts with a particular perspective facilitates comprehension and increases reader interest. Suggests approaches to the teaching of texts that provide learners with purpose, including student-generated text collections, communicative tasks with reading components and interest tasks. (31 references)…

Describes ways in which a small group of preschool children in an urban Head Start Program responded to typical information books during read-aloud sessions. Notes results of a group pretend reading of books children had just heard. Concludes even young children are attuned to characteristics of texts. (PM)

When children with learning disabilities fail to learn effective reading strategies, they lose enthusiasm and develop negative self-perceptions and attitudes, jeopardizing future achievement. In response, instructional approaches emphasizing clear explanation of reading strategies and discussion of processes for constructing meaning have been…

Discussions and critiques are provided of reading research from the perspective of second-language acquisition; they include theoretical advances, the role of schemata, native language reading ability and second language proficiency, cognitive strategies and metacognition, and reading research methods and assessments. (112 references) (GLR)