Reviews the recent research which (1) explores the ability of college students to monitor their comprehension; and (2) determines the factors which influence comprehension monitoring. (MG)

Investigative evidence suggests that "advanced" English as a second language (ESL) students lack (1) imputed English language competence in the context of reading and (2) the effective strategies of native language readers and of linguistically more mature non-native readers. Ways to help ESL students overcome their limited control of syntactic…

Describes a study-reading strategy called PLAN (Prediction, Locate, Add, Note), based on recent research, which helps students develop strategic approaches to reading. Discusses teaching PLAN to college students in a developmental reading class and describes adapting it for middle school students. (SR)

Studies the ways readers create meaning initially from literary texts. Analyzes the data collected via think-aloud protocols and interviews. Compares reading tactics of first-year college students and graduate students. (HB)

Presents a strategy training framework called SCROL (Survey the headings, Connect, Read the text, Outline, and Look back) for helping at-risk college-age students use text headings to improve comprehension. (SR)

Compiles a list of strategies (culled from 46 postsecondary reading textbooks) that can prove useful as instructional aids when teaching developmental college readers how to deal with considerate and inconsiderate text. Notes that many of the strategies included in the textbooks were vague, incomplete, and lacked a real instructional component and…

Presents a framework for teaching the use of context clues in reading which contains 15 strategies (6 syntactic clues and 9 semantic clues). Notes teaching suggestions. (SR)

Describes the Thesis Analysis and Synthesis Key (TASK), a strategy which helps high school and college students to think through the elements of an argumentative essay, and to write more convincing arguments themselves. (SR)

Investigates three types of cues [semantic, syntactic (intensional), and adjacency] to subjects of verbs in English sentences. Finds that, when the adjacency strategy does not apply, even highly literate native speakers have great difficulty in correctly comprehending subject-verb correspondences. Discusses findings in context of the relationship…

Demonstrates how K-W-L (a simple strategy for developing reading comprehension by activating what you Know, determining what you Want to learn, and assessing what you Learned) can be further enhanced by incorporating focus questions into the basic procedure. Uses a lesson on "Learning with Visuals" to show how this can be done. (SR)

Argues that a fresh look at some aspects of reader response theories could have a revitalizing effect on classroom practices. Suggests that for students to respond to texts, they will have to make more use of what happens while they read. Exemplifies some reader response strategies through the author's own responses to a short story. Suggests…

Two studies examined the reading comprehension and strategy use of 46 deaf college students. Results indicated that students with higher reading ability improved comprehension as a result of strategy training but students with lower reading ability did not. Results also suggest that deaf students profess a better reading comprehension than they…

Analyzes think-aloud protocols generated during reading to locate sources referred to when students made links reaching beyond what they read. Finds proportion of links to sources located within the text decreased and proportion of links outside the context increased over time. Notes students who increased use of sources located outside the task…

According to Gough and Tunmer (1986), in a "Simple View of Reading" (SVR), Reading comprehension (RC) = Decoding (D) x Linguistic Comprehension (C). To further evaluate this model, this paper describes an exploratory study of the performance of 60 university students, the majority of whom received academic accommodations at university to…

Models of self-regulated learning describe learners as actively and mindfully employing cognitive and metacognitive strategies as they pursue their learning goals. Self-regulated learners set goals, plan, and use a variety of cognitive strategies, monitor progress towards their goals, and manage their emotional states. However, many classroom…