Summarizes 638 reports of reading research, categorized into six major areas: summaries of specific aspects of reading research, teacher preparation and practice, sociology of reading, physiology and psychology of reading, teaching of reading, and reading of atypical learners. (AA)

Reveals high awareness of comparison/contrast structure and low awareness of causation structure. Supports the hypothesis that structure-aware students are more likely to use a structural strategy when reading than unaware students. Reveals that sixth graders have some text structure knowledge and may be promising candidates for instruction in how…

Examines the accuracy of students' perceptions of whether enough has been learned from a text to pass a test in the experiments. Reveals consistent, although nonsignificant, increases in accuracy of perceived readiness for examination performance (PREP) from before reading to after reading. Indicates that only the before-reading to after-testing…

Examines whether children of different reading abilities would benefit from a mnemonic imagery strategy in a prose-learning situation. Consistent with previous findings, mnemonic imagery students remembered more name/accomplishment information than did control students. (HOD)

Reports that both first and third grade children found it hard to combine reading with listening and that there was a developmental trend toward selective attending. Discusses two theoretical approaches to the question of how children combine reading and listening. (AEA)

Reports on research designed to determine the development in comprehension of selected pronoun-referent structures. Some of the conclusions were that noun phrase pronominal structures were easier to comprehend than sentential pronominals and that structures with forward reference were easier to comprehend than those with backward reference. (MKM)

Expands D. Durkin's definition of reading comprehension instruction, reanalyzes several observational studies of comprehension instruction, and concludes that an alternative and more plausible definition of comprehension instruction than that used by Durkin leads to a much higher estimate of the time teachers devote to comprehension instruction.…

Finds that third and fifth graders were able to select characters containing the correct radicals (a component of Chinese characters that provides information about the character's meaning) even when the characters as a whole were unfamiliar to them. Finds that good readers displayed more awareness of radicals than poor readers. (RS)

Explores reading strategies used by two groups of readers differentiated in terms of academic performance subsequent to their first year in law school. Finds that students in the top quartile used different strategies than students in the bottom quartile. Suggests that attention should be paid to literacy requirements and practices as students…

Offers a theoretical argument for the efficacy of a culturally based cognitive apprenticeship. Investigates the benefits of using ethnically diverse literature with ethnically diverse students, and how to make explicit in instruction some of the important comprehension strategies needed to interpret complex fiction independently. Notes that…

Presents a case study of an elementary school boy with above-average intelligence who recognized only four words after two years of reading instruction. Describes how the subject read seventh-grade material with accurate word recognition and excellent comprehension after three and a half years of individualized instruction. Discusses components of…

This longitudinal study across the primary grades examined whether there were patterns in feedback strategies parents provided to children's miscues during shared book reading, and whether parents changed their use of those strategies over time as their children's reading skills increased. Parents of normally developing beginning readers were…

The purpose of this qualitative study was to explore the nature of reading comprehension processes while reading on the Internet. Eleven sixth-grade students with the highest combination of standardized reading scores, reading report card grades, and Internet reading experiences were selected from a population of 150 sixth graders in three…

Summarizes 369 reports of reading research and divides them into six main areas: "Summaries of Specific Aspects of Reading Research", "Teacher Preparation and Practice,""Sociology of Reading, Physiology and Psychology of Reading,""The Teaching of Reading," and "Reading of Atypical Learners." (RB)

Discusses hypotheses (facilitation, inhibition, and no-effect hypotheses) explaining television's influence on children's development of reading skills. Surveys and discusses empirical research on this complex relationship and evaluates the utility of the five research approaches used in the past. (SR)