This study examined the effects of reading mode (oral and silent) and text genre (narrative and expository) on fourth graders' reading comprehension. While controlling for prior reading ability of 48 participants, we measured comprehension. Using a repeated measured design, data were analyzed using analysis of covariance, paired t-tests, and…

Compares effects of teaching words in either semantic random groupings. Finds that the treatment had very strong effects, but student performance was not affected by whether the words were grouped in categories. Suggests that, given rich and elaborate instruction, semantic grouping is not necessary. (RS)

Assesses spelling achievement of fourth graders using four self-corrected test methods (visual and listwise, visual and wordwise, oral and listwise, and oral and wordwise). Finds that wordwise feedback produced significantly higher gains than listwise and no significant differences in gains between visual and oral modes, or among presentation…

Explores whether fourth-grade students who were taught specific research-based strategies using a transactional strategies instruction approach would improve in comprehension achievement and would be more engaged during reading. Notes that the treatment group was taught predicting, questioning, clarifying, and summarizing strategies; and the…

The validity of the Pearson-Johnson taxonomy is supported by the finding that the most correct answers was obtained on the textually explicit scale while the least correct answers occurred on the scriptally implicit scale. (FL)

Reports that the Barrett Taxonomy is useful for determining emphases in types of basal reader questions. Suggests that by using the taxonomy teachers can more intelligently select, adapt, and add to the questions provided in teachers' guides. (FL)

Reveals that the "Classroom Reading Inventory" is the most passage independent of three informal reading inventories administered to fourth grade students. Shows that the general information, vocabulary meaning, and affective question categories tended to be particularly passage independent. (FL)

Compares the self-perception (specifically in terms of writing) of fourth- and fifth-grade students whose teachers used a writing workshop approach with that of students whose teachers used a traditional approach. Suggests that individual teachers are more important than strategies or approaches in affecting the writer self-perception of…

Examines the effects of mental imagery instruction on 37 gifted fourth and fifth grade students' creative writing and development of imagery vividness. Finds that treatment subjects significantly outperformed control subjects on originality and use of sensory descriptions but not on writing length. (MG)

Presents a research-based, classroom tested assessment tool, the Classroom Fluency Snapshot (CFS). Presents the case of one classroom in which a teacher uses the CFS as a pre- and post-assessment. Shares rich classroom examples, details of the teacher's interpretation, and instructional decision making along with ideas for instruction. (SG)