Reports two studies using a microcomputer-driven self-paced reading task to examine reading strategies of good and poor readers. Finds that reading ability influences reading strategies differently according to whether text is presented in single words or in phrases, and that poor readers read more slowly than good readers. (RS)

Describes an informal assessment procedure that uses think alouds (readers' verbal self-reports about their thinking processes) to obtain information about how they attempt to construct meaning from text. (MG)

Students in fourth and seventh grade who were poor comprehenders were taught prediction, clarification, question generation, and summarization using scaffolding instruction. Performance on a standardized comprehension test improved for the students who received the instruction. (PCB)

Not all content teaching is necessarily good second language teaching. The typically used question/answer sequence could be replaced with a more effective use of carefully contrived activities that bring into the classroom authentic language in its full functional range. (Author/CB)

Describes the Inferential Training Technique (ITT), a modified cloze procedure and self-monitoring checklist focusing on the inferential process. Notes that this strategy improves reading comprehension and inferencing skills, and can be applied to content area reading. Provides a sample cloze passage, inferential questions, and worksheet guide for…

Explores use of reading comprehension instruction to develop oral language in language-minority students. Outlines six teachable abilities that could be developed in students--including determination of important and unimportant aspects of text. Lists ten instructional suggestions that draw on the primary language, cognitive strengths, and social…

A Texas elementary school is testing Edison's claim that a private company can manage a public school better and more profitably than a public school district working alone. Educators and parents already see improvements, but overenrollment has caused class size, scheduling, and computer shortage problems. Competition and payment problems could…

Argues that encouraging students to read across texts (to make connections among their various reading experiences) promotes deeper understanding and response. Poses and discusses four scaffolding questions to guide teachers in making decisions about activities that facilitate reading across texts. Includes a list of children's books and an…

Discusses the role of decoding in the framework of reading research and current instructional issues. Emphasizes the importance of decoding as part of the reading and language arts curriculum. Provides instructional implications. Suggests that, although many children learn to read without difficulty using literature-based approaches, many children…

Reports on research that investigated students' perceptions of the purpose of certain whole-language strategy lessons. Concludes that, even in whole-language lessons, authenticity may be missing. Helps educators think more deeply about what literacy lessons should be like for students and how instruction can help develop students' strategies while…

Provides examples of content literacy activities to help children with the demands of content textbooks and instructional materials. Shows how teachers can model the use of comprehension strategies that broaden understanding, integrate literacy processes, and support students from diverse language backgrounds. (SR)

Investigates effects of teaching text-comprehension strategies to children with decoding and reading-comprehension problems and with a poor or normal listening ability. Finds no differential program effects for the two listening levels. Finds no stable evidence of transfer of comprehension strategy-training to standardized general listening and…

A study involving 18 children (ages 4-11) at a residential school for students with deafness found that children who participated in group storybook reading twice each week for 5 months performed more independently on an emergent reading task and were more interested in books than children in the control group. (Author/CR)

A survey of 267 instructional programs for children with hearing impairments found that schools continue to use basal readers and the language experience program extensively with students with hearing impairments; however, almost four of every five programs report that they use a whole-language orientation to reading instruction. (Author/CR)

This article summarizes studies conducted with Collaborative Strategic Reading (CSR), a program designed to enhance reading comprehension and content-area reading for diverse learners. It describes the stages of CSR development and discusses the role of peer-mediated learning in improving the social and academic outcomes of participating students.…