A study examined whether good and poor readers benefit differentially from intervention in mnemonic strategy use. Subjects, 72 fourth grade males from a suburban public school in the southeast, were randomly assigned to either a training, induction or control group. Training subjects received explicit demonstration of appropriate strategies, while…

A study investigated the ability of above average and average high school students to use text structure to identify main ideas and write a summary. Schema possession of 388 sophomores was assessed by measuring their ability to organize the components of a scrambled passage. Only 10 students in the above average and 20 in the average ability…

A study examined the effects of teacher questioning and student prediction (purpose-setting procedures) upon the reading comprehension of 188 students in grades 3 through 6. Thirty-two constructed-answer questions were developed for use with an article about kangaroos, written in an expository style and approximately 900 words in length. Half of…

The concept of "structured programming" was developed to facilitate software production, but it has not carried over to documentation design. Two concepts of structure are relevant to user documentation for computer programs. The first is based on programming techniques that emphasize decomposition of tasks into discrete modules, while the second…

Phonemic awareness and writing are thought to be important contributors to a child's success with reading. However, studies of "exceptional" children have shown contrary results. The Knowledge Sources theory is used to explain these results with regard to explicit and implicit generation procedures that have their source in the child's reading…

This study assessed the effectiveness of a metacognitive and reciprocal teaching approach for improving the word identification and reading comprehension skills of upper primary poor readers in a regular classroom situation. To improve word identification skills, experimental subjects were given metacognitive training in the analysis and…

A study examined self-reported studying and quiz performance in a college course. Subjects, 22 female and 5 male students in an educational psychology class, were quizzed on 4 supplementary reading assignments across the semester. Quizzes were scored for three types of learning: definitions, recall of factual information, and transfer of…

A study investigated the effectiveness of a listening program using the reciprocal teaching procedure and the direct instruction model. Subjects, 95 9- to 11-year-old students from 6 special schools for children with learning disabilities, were chosen based on their very low scores on a decoding test, low scores on a reading comprehension test,…

A study examined the relation between phonemic awareness and reading across the full range of decoding abilities in adults; determined if phonemic awareness can be taught to low-literate adults in one 45-minute session; and determined the effect of phonemic awareness training on the acquisition of decoding skills by low-literate and illiterate…

A survey of the training literature on phoneme awareness suggests that help for slower readers comes in the form of a focus on phonemes through stretched sounding and phoneme isolation in a careful progression that considers the number and choice of phonemes and position in syllables. Stretching and isolating phonemes allows beginners to explore…

Four aspects of the interactive reading process, the parallel compensatory behaviors of bilingual students, and an instructional approach that reflects the needs of these students are described. Focus is on a reading strategies program for Native American students whose cultural environments vary greatly from the cultural environment of the public…

This study evaluated effects of a direct instruction main idea summarization program and a self-monitoring technique on the reading comprehension of four sixth-grade students with learning disabilities. A multiple probe across student design was used. One student did not receive instruction and served as a control subject. Student performance was…

A study examined the effect of the active verbalization model in a supplemental reading program to develop metacognitive learning ability in emergent readers. Subjects, 38 below-average first graders from a middle-class elementary school in Ohio, were assigned to one of three groups based on classroom assignments. The teacher instructed the first…

This study investigated the effects of goals and goal-progress feedback on children's reading comprehension self-efficacy and skill. Subjects, 30 lower-middle-class students from 2 fifth-grade classes in an elementary school who did not experience excessive decoding problems and who regularly received remedial reading instruction, were randomly…

To help students achieve a better understanding of narrative prose, yet still keep the benefits of semantic mapping, the traditional form of the semantic map is modified by incorporating the elements of story structure as part of the map. This format is called episodic mapping. Episodic mapping is based on the idea that most well-developed stories…