This study aimed to explore the differences between Chinese good and poor readers in their strategy use by using a think-aloud method. Eight grade 7 students in Hong Kong, four good readers and four poor readers, received a think-aloud task and an interview in the study. Consistent with the Western studies, findings of this study indicated that…

A study investigated the transfer effect of three different word recognition strategies. Subjects were 90 first- through fourth-grade children randomly drawn from an elementary school population to serve in the experimental group and a like number assigned to a non-instructed control group. Strategies taught to subjects were a graphophonic…

Analyzes adult literacy students' utilization of orthographic and phonological strategies to read sight words, to decode nonwords, to spell words, and to detect rhyming words. Indicates that when encountering difficulties adults were less likely than children to use phonological strategies and were more likely than children to rely on visual or…

Sixty second grade students participated in an investigation of the usefulness of an instructional technique, "story impressions," for improving readers' processing of unfamiliar narratives. Both above- and below-average readers in the story impressions group answered more postreading test questions correctly than did students who only read the…

This study of 30 gifted and 30 average secondary level readers assessed their reading processing strategies using think-aloud protocols. Gifted readers used such strategies as rereading, inferring, evaluating, predicting, and relating to content area, whereas average readers exhibited word pronouncing concern and inaccurate summarizing.…

Based on an engagement perspective of reading development, we investigated the extent to which an instructional framework of combining motivation support and strategy instruction (Concept-Oriented Reading Instruction--CORI) influenced reading outcomes for third-grade children. In CORI, five motivational practices were integrated with six cognitive…

A study examined the effects of instruction versus no instruction of comprehension monitoring strategies and the effects of direct instruction of a written or checksheet comprehension monitoring strategy on the metacognitive awareness and reading achievement of students. Subjects, 57 fifth-grade and 51 third-grade students from 6 intact classrooms…

If, by looking more closely at word identification, knowledge of word meanings, and reading comprehension, some interesting similarities and differences are found between children and adults who are learning to read, then the approaches that work best with each group can be identified. When children learn to read, fluency of word identification…

Investigates 68 primary grade teachers' self reports of familiarity, utility, and perceived applicability of content reading strategies. Finds that teachers did not appear to be familiar with recommended content reading strategies. Finds also that years of teaching at the same grade level and workshop attendance appeared to have a positive impact…

In 2 experiments, 80 and 88 college students, respectively, used either imposed or spontaneous tactics for studying a descriptive prose passage. Imposed tactics were either outlining or relating passage information to prior knowledge. Spontaneous tactics were at least as effective as were tactics imposed via short-term training. (TJH)

Focuses on the collaborative processes used by fifth-grade English-as-a-Second-Language (ESL) learners in content classrooms. Analysis of learners' helping strategies during cooperation indicated that training had been successful, and comparison of scores on vocabulary tests based on the text revealed significant gains.(Author/VWL)

The following article discusses cognitive and metacognitive reading strategies and the use of them particularly among bilingual students. It distinguishes between the two types of strategies. Strategy use among monolingual and bilingual students are described and compared. The article focuses on the need for strategy instruction, particularly…

A study examined the effect of Direct Instruction (DI) on the reading achievement of sixth graders. Subjects were 72 Chicago Public School students, nearly 100% minority. In the school year of 1994-95 no students received DI. A sample of 30 students who performed poorly, with stanines of 1, 2, and 3 on the Iowa Tests of Basic Skills (ITBS) were…

A study examined the position of phonics instruction or direct skill instruction within the context of a whole language, meaning-based approach to reading instruction. A total of 22 first-grade students participated--12 students received instruction in phonics while 10 followed a meaning based curriculum. All were administered a phonics test and a…

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)