Examines three experiments about how readers combine immediate sentence context with information presented earlier in a paragraph in processing words in text. Finds that discourse information operates interactively with local context to affect readers' expectations for and processing of upcoming words. (MG)

Explores task, person, and strategy variables as determinants of strategy use in college students, drawing upon study strategy, metacognition, and attribution research literatures. Finds that the college students reported using more than eight strategies per student on the average. (MG)

Determines whether the time of day when reading is taught has an effect on below-grade-level students' mastery of reading skills. Indicates an overall increase in mean scores for the mastery of reading skills for afternoon instruction as compared with morning instruction. (HB)

Finds the presentation assignment to be an effective method of providing students with the opportunity to apply the literacy skills they are learning in ways that are personally meaningful. Describes the presentation assignment framework and provides an example of an assignment that required students to analyze and interpret works of literature…

Shares a memory enhancer that has stood the test of time and has supported students in their pursuit of meaningful textbook reading, from upper elementary grades through college classrooms: THIEVES (Title, Headings, Introduction, Every first sentence in a paragraph, Visuals and vocabulary, End of chapter questions, and Summary). Notes the…

A study (1) identified in ethnographic detail the literacy-related skills that are required in today's changing workplaces; (2) compared the literacy requirements of "high performance" workplaces with more traditionally organized ones; and (3) constructed innovative ways to introduce educators to the changing skill demands of work. The…

Concludes that the two reading courses offered by the education department at Clemson University are effective in increasing reading rate, vocabulary, and comprehension. (RB)

Reviews the literature in the Educational Resources Information Center (ERIC) on college reading programs. (RB)

Addressing issues on developmental education, instructional and learning methods, learning assistance and academic support, and reading and research, this issue of the Journal of College Reading and Learning includes the following articles: "Moving the Mountain to Mohammed: Study Skills Tutoring in the Residence Halls" (J. L. Rogers); "Memory…

A course for improving Dutch reading proficiency of entering university students was developed by the Linguistic and Literacy Studies department of the University of Tilburg in the Netherlands. Dutch secondary school students receive instruction in text-specific approaches to reading but no instruction in reading methodology. The course focuses on…

Describes a technique for improving reading and communication skills through word games. (RB)

After reviewing the literature on college reading study-skills programs, concludes that the effectiveness of such programs is not established and many of them are not serving the designed purpose. (RB)

Since high school and college students are often assigned research papers which require extensive reading, they would benefit by using a specific strategy which helps them in applying information-search skills, reading skills, and cognitive processes. Such a strategy assumes that it is the organization of ideas from several sources which produces…

Confirmed the hypothesis that those in the three-dimensional instructional group would make fewer confusion errors that those in the two-dimensional instructional group on a transfer task in reading. (RB)