The effects of preteaching key words on fluency in connected text were examined with three third-grade general education participants. Researchers used a multiple base-line design (i.e., Baseline and Wordlist Intervention) and found that preteaching increased fluency in connected text written above the participant's instructional level of reading…

Describes a study which examined the influence of the impulsive-reflective dimension of cognitive style on the type of linguistic cue systems a reader used to reconstruct meaning from print. (JM)

Found that the ability of third grade students to answer literal and inferential comprehension questions was unaffected by the mode of reception (listening, oral reading, silent reading) when controls were imposed on reading achievement and difficulty level of the material. (FL)

Compares the oral reading performance of nonstandard-English speaking Black third grade students, bidialectal students, and standard-English speaking students. Results showed that the oral reading patterns of the nonstandard-English speakers did not affect their comprehension of the material read. (FL)

Examines the effects of self-monitoring and task-specific strategy training on a poor reader's oral reading miscues. Finds that self-monitoring reduces oral reading errors but that the combination of both strategies yields no further reduction in miscues. (RS)

Examines the error patterns of 26 third grade developmental readers who read and reread extended oral passages at instructional and frustration performance levels. Suggests that consistent word recognition strategies are used by these developmental readers. (RL)