Reports on a study that examined the extent to which text with disparate discourse force or type tendencies had a general or differential impact upon the responses of good and poor readers. (HOD)

Examines the effects of prior knowledge and oral reading accuracy on miscues and comprehension of third-grade average readers who read expository passages orally. Finds that children with high prior knowledge made fewer miscues which resulted in meaning loss, and that their miscues were graphically less similar to the text word. (MM)

Determines whether the oral reading performances of grade three students speaking a Newfoundland dialect are affected by syntactic differences between the dialect and Standard English. (RB)

Third grade students' comprehension scores suggest that there is a significant difference between three modes of reception (oral reading, silent reading, and listening), with oral reading significantly more effective than silent reading in promoting comprehension. (HOD)