The usefulness of before-adjunct questions with standardized multiple-choice tests in increasing reading comprehension scores was studied by examining the relative effectiveness of reading test questions first or reading the passage first. Subjects were 210 fourth graders randomly assigned to two treatment groups. The Level 9 Reading Comprehension…

To help students organize and integrate new information with past knowledge, college reading teachers can offer students cognitive schemata that sort information into general and specific concepts. Without this ability, students will be unable to comprehend, analyze, synthesize, interpret, or transfer information. In addition, they will be unable…

According to Wolfgang Iser's "The Act of Reading: A Theory of Aesthetic Response," the meaning of a literary text is created by each individual reader in response to gaps, or indeterminacies, in the text. With the application of this theory to the two-year college classroom, teachers can show inexperienced readers how to discover the meaning of…

A study examined the relative merits of characteristics of general modeling when applied to cognitive modeling of reading comprehension processes and whether the characteristics of modeling, when applied to cognitive modeling of reading processes, influence comprehension and comprehension monitoring. Subjects, 100 eighth grade students who could…

The performance-related writing and reading competencies required in most occupations are seldom emphasized in elementary and secondary school education. Performance-related writing may be simplistic, but its composition is more complex--in occupational writing, context, audience assessment, attention to detail, concise clarity, message…

Noting that research examining the SQ3R study strategy has raised more questions than it has answered, this paper presents a review of such research, taken from the ERIC database, "Psych Abstracts," and "Dissertation Abstracts." The paper divides the studies by educational level: elementary, junior and senior high school, and…

The goals of this study were to explore how preservice students' use of content area strategies could inform teacher education, to determine what the student teachers learned by implementing content area literacy strategies and completing case studies, and to determine if case studies promoted the use of strategies in fieldwork. Subjects, 24…

Reading is an essential way of attaining information, particularly for students studying in a university. Using reading strategies is extremely important for non-native readers of English because it serves as an effective way to overcome language deficiency and obtain better reading achievement. A study determined the psychometric properties of a…

Reading is invisible. Any report of another's reading (beyond the level of word recognition) must rely on some kind of reproduction of the actual experience; there is no way to tap into the experience itself. After completing a pilot study, a small number of adolescents--5 eighth graders and 5 eleventh graders read the first four chapters of…

A study examined primary school teachers' matching of instructional reading methods to models of reading difficulties and how often they used each activity in their classrooms. Subjects were 39 primary school teachers from the northeast section of a Great Lakes, midwestern state. For the study, teachers characterized each reading method according…

A 2-year longitudinal study investigated the causal contributions of phonological processing to early reading competency. Subjects, 161 kindergarten children, were tested with a battery of measures assessing letter knowledge, reading ability, and 5 phonological constructs: rapid naming ability, rhyming ability, phonological memory (successive…

A study determined the effectiveness of strategy instruction for children with reading problems. Subjects, 24 Dutch children in grades 4 to 6 from 2 schools for special education associated with a clinic for intensive child care, were divided into a control group and an experimental group. The experimental program consisted of 13-14 lessons, each…

Reading strategies that have been identified and recommended by recent literature can be classified into four categories: cognitive strategies, compensation strategies, memory strategies, and test-taking strategies. Research indicated that the use of appropriate strategies may improve reading comprehension. Research has also suggested that readers…

With the aim of relating reading with wider social action, this paper discusses the macro-cloze procedure for reading a novel, which promotes social interaction while reading and helps develop students' ability to predict, ask questions, and summarize. The paper includes a brief rationale for the procedure (in which each small group of students…

A study examined students' metacognitive response to ambiguous literacy tasks to determine the relationship between that response and academic achievement. Subjects were 11 students chosen from a fifth-grade classroom in a small, urban school serving a predominantly black, middle class neighborhood. Two literacy tasks were identified as ambiguous:…