Reports the results of a study that compared the effects of instruction in sentence combining to instruction in sentence reduction or element identification on growth in listening and reading comprehension. (AEA)

Digital technologies have created new forms of reading and writing and have altered our conceptions of literacy. However, digital technologies also offer new ways of assisting readers who have various difficulties reading and comprehending conventional texts. Use of the capabilities of digital technologies specifically to broaden access to textual…

Investigates the language comprehension of elementary school children and the factors that affected acquisition of knowledge from connected discourse. Factors examined included oral and written language, message structure, characteristics of the learner, and conditions of the learning situation. (AA)

Two groups of children (ages 10 and 14) were compared on silent reading and listening comprehension of nouns, verbs, and concepts within and across sentences under conditions of suppressed and nonsuppressed phonological recoding to investigate the role of phonological recoding for the students' comprehension of the passage. (HOD)

An investigation was conducted to identify and compare the reasoning strategies used by above-average and average readers in reading comprehension. Findings indicated that both groups used various types of reasoning strategies in comprehension, but that there were significant quantitative differences between the groups in application and success…

See related article by James L. Wardrop and Diane L. Essex, CS 705 856. (RB)

Presents a theory which describes the process of reading comprehension under typical reading conditions. Typical reading comprehension is considered to be a special case of a more general language comprehension phenomenon called "rauding."

Comments on considerations that have implications for interpreting the work of Shanahan and associates, which appeared in this journal in 1982. Reviews research that was either ignored or inaccurately reviewed by them and offers suggestions for synthesizing the results of research investigating the sensitivity of the cloze procedure to…

The relation between Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and reading comprehension at the end of first grade and second grade was examined in a sample of 1,518 first-grade students from a large urban school district. Receiver Operating Characteristic (ROC) analyses were used to determine optimal DIBELS cut scores for…

Responds to preceding criticisms (see same issue) of Hill and of Pearson and Kamil to presentation of Carver's theory of reading comprehension, also published in this issue of "Reading Research Quarterly." (JM)

Notes that studies of reading comprehension have increased and discusses some possible reasons for the changing research emphasis. (MKM)

The aim of this five-year longitudinal study was to examine whether 13 Greek precocious readers' performance on a variety of reading, spelling, and phonological-awareness tasks from kindergarten through the fourth grade was different from that of 12 Greek nonprecocious readers and, if there were differences between the two groups' performances,…

The authors assert that, in order to teach vocabulary more effectively and better understand its relation to comprehension, we need first to address how vocabulary knowledge and growth are assessed. They argue that "vocabularly assessment is grossly undernourished, both in its theoretical and practical aspects--that it has been driven by…

Continues discussion of Ronald Carter's Rauding Theory. (AA)