This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants…

The authors examined whether applying questioning review better enhances elementary level students' learning from technology-enhanced coediting-based note taking than does traditional reading review. A nonequivalent comparison group quasi-experimental design was implemented and replicated on four independent units. Two sixth grade elementary…

In 2 experiments the authors investigated whether assigning a perspective to middle school students prior to reading a long informational text would improve their reading comprehension. Pretest-posttest control group designs were employed in both experiments, in Experiment 1 (n = 146 fifth- and sixth-grade students) and in Experiment 2 (n = 83…

The authors examined the impact of a supplemental reading course on 462 sixth-grade students' reading engagement and performance as compared with 389 students in a control group. They further explored students' cognitive strategy use through think aloud processes with a subset of students who participated in the intervention.…

Researchers examined student listening and reading performance to determine weaknesses in listening and reading comprehension, questioning whether performances of students with such problems suggest differences in processing strategies. Results showed significant between-group listening and reading differences. Using listening to measure optimal…

Study measured how differences in working memory capacity related to differences in comprehension and following directions in first, third, and sixth graders. The number of words recalled in word- and reading-span tests predicted comprehension for all grades. Results indicate working memory's role in following directions increases with age. (SM)

Seventy-three sixth graders were asked to detect contradictions within the assigned paragraph and information contrary to general knowledge. While prior studies have found ability to detect errors related to reading ability, the results of this study suggest that individual variations in error detection are more complex. Results are discussed.…

An investigation examined third- and sixth-grade students' proficiency in comprehending anaphoric relations in stories and whether grade level affected comprehension of anaphora. Both grade levels were somewhat proficient and sixth-grade students achieved significantly higher comprehension than did third-graders. (Author/MT)

Performances of 64 sixth-grade readers on a traditional and three alternative types of cloze tests were compared. Results confirm and extend the findings of earlier studies investigating cloze alternatives. Advantages of the alternate forms are discussed. (Author/MT)

It was hypothesized that by varying the frequency of 15 percent of the words in elementary school reading materials, gains in the comprehension of the meaning of entire passages could be produced. (Authors/JA)

In a comparison of good and low-average ability readers and five levels of prereading aids, it was revealed that good sixth grade readers understood reading passages best when no adjunct aids were given. (CJ)

Quantitative results from a study involving 78 elementary students suggest that content-related attitudes do not significantly affect subjects' reading comprehension. However, qualitative results suggest that attitudes may affect reading comprehension in qualitatively different ways. (IAH)

Thirty-eight sixth-grade students participated in a study that examined the relationship of conceptual tempo and performance on several study and reading activities. Results indicate that conceptual tempo may have a relationship to effective studying and reading. Methodology and results are discussed. (Author/JL)

Results of stepwise regression analyses of text characteristics on learning scores revealed that the same characteristics which predict comprehension also predict new learning. (Author/MB)

Poor comprehenders from grades five and six were asked to read and rate the comprehensibility of three short passages. Passages with large numbers of modifying words were considered the least comprehensible. Support exists for the hypothesis that poor comprehenders process print in piecemeal fashion. (Author/JN)