Notes that Guided Design is a teaching strategy that can be used to increase high school and college students' comprehension when reading and studying. Describes implementation of Guided Design and a summary of one student's application of Guided Design to the comprehension of a difficult chapter in a cognitive psychology textbook. (RS)

Finds no difference in test scores of students who underlined a passage and students who did not underline; for those students who followed their normal study patterns, the scores of underliners were significantly lower; and increased retention of underlined material was more than offset by decreased retention of nonunderlined material. (RS)

Examines whether intermediate level severely and profoundly hearing-impaired children can internalize story structure through nonexplicit instruction and then use this knowledge to understand narrative text. Finds that the instructional intervention is effective in providing these children with a conceptual framework for understanding the content…

Examines the ability of students to answer questions accurately about their own reading comprehension difficulties. States that students were often able to assess their own comprehension difficulties and that a comprehension checklist could serve as a useful diagnostic tool for clinicians and classroom teachers. (RS)

Reviews research on metacognition and comprehension in reading. Offers teachers fix-up strategies. (SR)

Finds that oral retelling of stories (as an instructional procedure with language learning-disabled students) is most effective in a one-to-one context with the teacher as audience. Finds students' oral retelling abilities inconsistent with regard to age. (SR)

Finds that children who are deaf use textual schemata (rather than content schema activated through thematic organizers) for comprehension processing while reading narrative text. (SR)

Discusses three uses of prediction: (1) as a purpose-setting process; (2) as a reading-critical thinking process; and (3) as a comprehension-controlling process. Provides an overview of the importance of prediction, identifying key concepts and practices spanning the late 1960s to the 1990s. (RS)

Examines the effectiveness of strategy training for younger readers. Discusses strategies for development of comprehension, including making predictions (both before and during reading), question generating, and summarization. Offers examples of how these strategies can be embedded through literature-circle discussions and gives a suggested…

Reviews the conditions for reading comprehension applicable to solving math word problems. Describes the approaches used by three bilingual teachers to enhance the problem-solving skills of second language learners. (NH)

This paper examines research studies, which focus on interventions commonly used with students who are learning disabled and identifies effective methods that produce substantial benefits concerning reading comprehension. This paper synthesizes previous observation studies by conducting a meta-analysis of strategies used to improve the reading…

Notes that the literature suggests that study skills can be arranged into learner selected objectives, strategies, and habits that facilitate independent learning. Describes each of these in terms of specific skills. (FL)

Concludes that adjunct questions can significantly improve low achieving high school students' reading comprehension. (FL)

Reports that no significant differences in comprehension were found between an experimental group of seventh grade students that read selected passages from an appropriate science textbook containing built-in aids and a control group that read the same passages without aids. (FL)