Describes reading response journals and discusses how and when they can be used to help students foster their ability to connect literature with their own lives and increase comprehension. (MG)

Reports on a study undertaken to determine whether or not the characteristics of effective inservice could be documented in an experimental study to have an effect on use of process-oriented vocabulary and reading comprehension strategies in the classroom. Finds that the study confirms initial expectations about the qualities of effective staff…

Investigates the comparative effects of three different types of study guides--interlocking, noninterlocking, and teacher constructed--on comprehension and postreading oral discussion. Finds that study guides are worthwhile instructional aids; noninterlocking and interlocking study guides produced higher comprehension test scores; and the…

Investigates how effectively third, fourth, and fifth grade students monitor their comprehension at two levels (reconstructive and constructive). Finds that students rated their performance higher than they actually performed on both levels of questions; and that there was almost no relationship between students' actual performance and…

Concludes that providing students with direct instruction on a selected strategy may result in their active use of this strategy to enhance their learning.

Concludes that prediction making should not be used solely as a teaching strategy, but also as a learning strategy. (FL)

Describes two modifications to the SMOG Readability Formula designed to make it more useful for primary and intermediate grade materials. (FL)

Lists suggestions for implementing a reading-for-meaning instructional approach that focuses on the development and comprehension of language. (FL)

Notes that readers do not depend solely on the visual aspects of reading, but also make use of nonvisual understanding in decoding print. Among the nonvisual components of reading discussed are desiring knowledge, understanding the nature and purpose of reading, reading for meaning, and predicting an author's message. (MKM)

Good and poor readers from grades 1-6 were asked to define what they meant by reading. Older children and above average readers were more likely to view reading as a meaning identification process as opposed to a general activity or word identification process. (MKM)

Suggests that content reading teachers set goals for their reading assignments as a method of helping students learn from textbooks and read the assigned material critically.

Demonstrates how alphabet books for upper elementary and middle school readers may be incorporated in instruction. Shares titles of alphabet books for older readers and activities for applying these books in the areas of reading comprehension, vocabulary, self-interest, research, and poetry. (RS)

Investigates the ability of middle school readers to summarize and learn from text. Finds that students exhibit difficulty in stating an unstated topic sentence and in ascertaining the most important information in the text. Makes five recommendations for improving the teaching of the summarization technique. (PRA)

Lists and annotates 21 journal articles that discuss the teaching of reading. Among the topics dealth with in the articles are the teaching of beginning reading and reading comprehension, reading instruction and the law, reading diagnosis, and the use of the psycholinguistic approach at the secondary level. (GW)