People regularly read multi-line texts in different formats and publishers, internationally, must decide how to present text to make reading most effective and efficient. Relatively few studies have examined multi-line reading, and fewer still Chinese multi-line reading. Here, we examined whether texts presented in single or double columns, and…

This study had two main aims: first, to offer a descriptive account of shared reading program using an evaluative lens and second, to examine whether teachers' perceptions of the importance of phonological awareness, word decoding, and text comprehension in helping young learners develop their reading abilities were indeed emphasized during…

In the study, we investigated effects of 2 different versions of a web-based tutoring system to provide 5th-grade students with strategy instruction about text structure, which was an intervention to improve reading comprehension. The design feature assessed varied in individualization of instruction (individualized or standard). The more…

ESL instructors generally use ready-made reading materials in commercially published coursebooks. However, it would be more effective for learners if ESL instructors are involved in developing reading materials for them. This is because they are closer, more sensitive and responsive to the needs of their learners and they are also aware of the…

Examines children's awareness of influence of stories by discussing part of data from a two-year study that investigated the question: How is the reading and writing of children aged 6-12 years affected by previous textual experiences? Reports responses of grade 6 students who were asked whether they think of stories they have read when writing…

Examines the components of text that predict reading times and recall in skilled and less skilled college readers. Finds that sensitivity to the structure of the text was not a source of reading-ability differences in reading times and recall. Suggests that reading-ability differences result from word-decoding factors and the efficiency of…

This paper describes an experiment in which 30 students, classified according to high and low analytical performance, were given a reading and text production test to determine their sensibility to the structure of an Icelandic saga. This material was used because of its extreme simplicity on the textual surface level, a property suited for…

Uses inconsistent expository and narrative passages presented one at a time. Finds that good readers were better able to verbally report on passage consistency following reading; students were more likely to look back at inconsistencies in narratives but not expository passages; and students were less able to recall expository passage information.…

Investigates fifth-grade children's expectations for stories in relation to knowledge of literature/reading ability. Shows "high readers" included more high-level story propositions and structurally important story information than did low readers; students who included structurally important story information scored higher on knowledge…

Reports two studies using a microcomputer-driven self-paced reading task to examine reading strategies of good and poor readers. Finds that reading ability influences reading strategies differently according to whether text is presented in single words or in phrases, and that poor readers read more slowly than good readers. (RS)

To investigate the relationship between reading ability and the detection and repair of text-based (internal) inconsistencies, a study examined 100 college students enrolled in an introductory educational psychology course at a large state university. Based on their performance on the comprehension portion of the Nelson-Denny Reading Test,…

Investigates the phenomenon of topic shift (sentences initiating a new topic are given additional processing time by skilled readers). Finds adults showed a proportionately greater effect than fifth graders when more difficult expository texts were used but not with easy narratives. Finds that paragraph marking did not influence the processing of…

Intended to gain information about students who have difficulty organizing text when they write, a study probed students' ability to recognize and understand varying degrees of text organization while reading. Ninety ninth-grade students, divided equally into groups of good readers/good writers, good readers/poor writers, and poor readers/poor…

Examines the differential effects of reading guides on text comprehension and the transfer of strategies learned through the use of the guides to new material. Finds that students using reading guides had higher comprehension test scores and greater transfer than those who did not. (SR)

Examines differences in language ability between normally achieving students and learning-disabled students with reading comprehension problems. Poor comprehending students differed from normal achievers for all language measures and in the manner that reader- and text-related variables predicted comprehension. Results supported the positive role…