Concludes that teacher guidance affects learning disabled students' recall and comprehension of goal-relevant information but that neither text organization nor age level is associated with degree of recall and comprehension. (FL)

Describes a content area reading course developed for technology majors at Texas Southern University (Houston). (FL)

Discusses, in the form of a dialogue between parents and teacher, the relationship of listening to speaking, reading, and writing. Describes several classroom techniques to reinforce listening for a purpose. (SR)

Investigates word recognition criteria at the instructional level. Finds that primary and intermediate grade students score below the Betts criteria when miscues are counted but score above the criteria when only significant miscues are counted. Concludes that the Betts criteria are too stringent, especially for primary grade students. (RS)

Reviews selected instructional procedures in the four reading readiness skills that can be taught and learned: auditory discrimination, auditory comprehension, visual discrimination, and visual memory. Stresses that readiness skills are prerequisite to reading skills. (RS)

Assists teachers in improving the reading comprehension skills of students by using critical thinking strategies which can be integrated into the curriculum and adapted to many grade levels. Describes strategies grouped under microcomputer instruction, cooperative learning, and higher-order questions. Recommends that teachers integrate critical…

Concludes that J. Piaget's cognitive developmental theory may be used as a framework to understand reading in all children, while visual perception showed no relationship to any measure of reading. (FL)

Reports on a study that examined the relationship between teacher sentiments toward two broad classifications of reading instruction--the phonics and the meaning-based methods. Concludes that teacher sentiments toward these two methods are multidimensional and complex. (FL)

Concludes that there is a predictable error pattern between independent, instructional, and frustration reading levels for both American and English-as-a-second-language adults. (FL)

Reveals that only three structures--confrontation, episodic, and plotless--accounted for 87 percent of the story selections in six basal reader series. (FL)

Reviews the literature pertaining to the relationship between textbook illustrations and reading comprehension in elementary school students and finds that the effects of the relationship have not been clearly established. Poses questions for future research. (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.…

Details an investigation into the relationships between reading attitude, reading comprehension, and mental imagery. Concludes that there are significant correlations between reading attitude and mental imagery and between reading comprehension and reading attitude, but that there is no significant relationship between reading comprehension and…

Reports findings of a study to determine whether significant differences existed in the word recognition and comprehension instructional levels of male and female fifth- and sixth-grade students in below average, average, and above average reading groups when presented with low and high interest content in informal reading inventories. (FL)