Results showed that 12 language disordered children (four to six years old) selectively marked new information in verbal communication, just as normal children do. Language disordered and normal children, furthermore, manifested the same developmental sequence of strategies for deemphasizing old information. (Author/CL)

Emphasizes that, in order to comprehend, a reader must chunk the many words of a sentence into meaningful groups of words. Offers suggestions for developing "thought units" in the upper grades. (FL)

Provides suggestions for activating prior knowledge, getting children to be aware when their comprehension is lagging, and tying it all together at the end. (FL)

Outlines seven basic concepts regarding teachers' understanding of the comprehension process and proposes several instructional strategies based on the concepts, each of which actively involves children in reading. (FL)

Reports that reading researchers are now debating whether reading is a bottom-up or top-down process. (FL)

Discusses the results of a study that examined the relationship between comprehension ability and prior knowledge in children's recall of structurally equivalent text. (AEA)

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Examines how children develop as writers and presents new ways of looking at children's problem solving in what they do and say during the writing process. Presents an outline of the general orders of child focus in the writing process. (HTH)

The study investigated organized strategies and self-checking behaviors in selecting retrieval cues in gifted, normal achieving, and learning disabled (LD) children (grades 5 through 7). The results indicated that, compared to the others, LD children lacked self-checking skills. (Author/SB)

Among findings were that as reading proficiency increased, ability to use graphic information increased considerably, although not significantly; and low readers were least efficient in their use of grammatical form class cues, with their errors more often than not being of a different form class. (SBH)

Describes a story grammar, summarizes some results of story grammar research, and suggests instructional procedures for developing children's concept of story and story components. (FL)

Describes study of lesson planning based on the thinking processes of elementary teachers. The study focuses on how teachers gather, organize, interpret, and evaluate information to be taught. (KC)

Writing behaviors such as pacing, crumpling paper, and cutting and pasting are signs of growth requiring nurturance. (DD)

Challenges teachers to explore teacher talk and distinguish messages that unwittingly encourage dependence on authority from those that support the growth of academic autonomy through discovering relationships, developing speed and accuracy in skills, and developing understandings that serve problem solving in projects and activities. (MKR)