Discusses a study which focused on how well elementary children supply appropriate intonation to written sentences and which found that many intonation patterns predictable by syntax had not been mastered even by children who were reading on fourth and fifth grade levels. (JM)

Reports that reading in unison, reading silently, and reading orally to partners were all successful in reducing oral reading errors in primary school students, but that unison and silent reading were more effective at error reduction than was reading orally to partners. (FL)

Describes a study which examined the influence of the impulsive-reflective dimension of cognitive style on the type of linguistic cue systems a reader used to reconstruct meaning from print. (JM)

Examines differences in the response patterns of primary school children in oral reading and an auditory cloze task. Concludes that the proportions of wrong responses and morphemically acceptable responses were greater for the cloze task, especially for passages on or above an individual's reading level. (FL)

Analyzes oral reading errors made by 20 children during their second year of formal reading instruction. (JM)

Found that the ability of third grade students to answer literal and inferential comprehension questions was unaffected by the mode of reception (listening, oral reading, silent reading) when controls were imposed on reading achievement and difficulty level of the material. (FL)

Tests the hypothesis that readers who differ in comprehension ability and are similar in their ability to decode single words differ in their ability to read words in sentence context. (FL)

Concludes that instruction in aural cloze improved kindergarten children's ability to supply words deleted from a story read to them. (FL)

Reports on a study to determine whether questions asked prior to reading or questions asked before and after reading would improve elementary school students' word recognition and reading comprehension performance. Concludes that no significant differences existed in favor of the prequestion task on word recognition or comprehension performance.…

Finds significantly more errors and a higher percentage of detrimental errors on passages composed of later appearing structures. Supports Goodman's view of the reading process (that reading is a "psycholinguistic guessing game"), and indicates a need for more sophisticated readability formulas. (RL)

Examines the relationships between social and emotional variables, and oral and silent reading comprehension. Finds significant correlations between reading effectiveness and various personality characteristics. Finds also that anxiety and a low sociometric score impair oral reading more than silent reading. Argues that social and emotional…

Compares the oral reading performance of nonstandard-English speaking Black third grade students, bidialectal students, and standard-English speaking students. Results showed that the oral reading patterns of the nonstandard-English speakers did not affect their comprehension of the material read. (FL)

Examines the effects of self-monitoring and task-specific strategy training on a poor reader's oral reading miscues. Finds that self-monitoring reduces oral reading errors but that the combination of both strategies yields no further reduction in miscues. (RS)

Concludes that grade level scores on the Brigance Diagnostic Inventory of Basic Skills are consistent with those of the Wide Range Achievement Test. (FL)

Examines the effects of exposures to children's literature through reading aloud and an inferencing strategy on low-reading-ability fifth-grade readers' sense of story structure and reading comprehension. Uses an experimental/control group repeated measures design. Finds that this study is consistent with other research that indicates the…