This study investigates the manner in which retrospective miscue analysis involves metacognition by analyzing the discourse of weekly retrospective miscue analysis (RMA) sessions conducted with a fourth grade reader over five months. A preliminary structural discourse analysis of the sessions reveals several procedural and format features of the…

Reports on research findings that suggest that the use of underlining can result in significant improvement in reading comprehension and retention of textbook type materials. (Author/GW)

Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

Reports on a study to examine the way college students in a reading methods course learned about and demonstrated the strategies they use to construct the main idea of an essay. Concludes that teacher modeling and concrete examples are important to all levels of instruction, kindergarten through university senior. (RS)

Examines two concerns teachers have expressed over the cloze procedure--that of student frustration and of the impulsive child who does not complete the exercise. (HOD)

Notes that while across large groups of students two tests may be highly correlated, specific characteristics of tests may interact with specific characteristics of students to yield differences in scores for one individual on two or more tests. (FL)

Reviews the guidelines for the construction of an advance organizer as proposed by David Ausubel and examines why the term has so many possible definitions. (FL)

Describes an instructional technique for expanding children's vocabulary that embodies the principle that learning involves relating new experiences to what is already known. (FL)

The feasibility of administering the Woodcock Passage Comprehension Test in written rather than oral form was examined. The written test was found to be a quick and valid assessment of students' reading achievement. (MKM)

Suggests that critical reading and reading comprehension be taught separately at first to insure that students learn both to understand and to evaluate pieces of writing. (MKM)

When using an informal reading inventory, the teacher needs to keep in mind that the quality of a reader's miscues is more important than the quantity, and that apparent problems in word recognition may often be the difference between of a good use of context or a failure to make good use of context. (HOD)

Claims that increasing numbers of reading educators are looking to recent advances in holistic writing assessment to explore new potentials for assessing reading comprehension. Reports on a research project exploring use of freewriting to assess reading comprehension; describes use of written retellings as a tool to support reading; and presents a…

Discusses the role of the content teacher in preparing students to read and comprehend their instructional materials. (RB)

Supports the view that in testing phonics knowledge, it is important to use non-sense syllables. (RB)

Reviews the research supporting two views of reading instruction: (1) that learning occurs through social interaction with an expert; and (2) that students should be put in control of their own learning. Suggests implications for classroom reading instruction. (ARH)