Describes an instructional process used in a college developmental reading class (as well as with upper-level classes) that promotes the development of active, engaged readers who constructed meaning through social interaction with fellow classmates. Describes how this strategy was applied to segments of "Night" by Elie Wiesel. (SR)

Finds that comprehension strategy use and Texas Academic Skills Program (TASP) reading scores were significantly correlated with each other and with grade point average (GPA). The strategies that discriminated between students in terms of GPA performance and TASP reading scores were related to several distinct facets of reading comprehension.…

College students read one of two versions of a chapter of text in which target topic labels appeared either with high frequency or low frequency. These two experiments show that readers with low prior knowledge are more likely to make use of surface cues to identify elements of text. (BF)

Retaining the feature from earlier editions that student comprehension is assessed through the writing of summaries rather than from objective test questions, this book, a combination text and anthology, is designed to improve students' reading and writing skills. New features for the third edition of this book include a new chapter on studying…

A study compared native and nonnative reading styles in order to see whether Japanese readers process text differently than readers whose native language uses a phonetic alphabet. Subjects, 29 native readers of Japanese, 37 advanced-level nonnatives and 39 intermediate-level nonnatives enrolled in Japanese language courses were randomly assigned…

Intended for teachers, this book provides a tool for teachers to understand the various instructional framework underlying diagnostic teaching techniques. It promotes the idea that teachers can make sophisticated diagnostic judgments and identify appropriate instructional techniques. The book can be used in a reading practicum and in reading…

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on the role of metacognition in reading to learn is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the topic; the…

A study examined the relation between individual differences in reading behavior and achievement in college students. Subjects, 197 students enrolled in four undergraduate psychology courses at a midwestern university, completed questionnaires concerning their reading strategies, attitudes toward reading, and personal background information.…

To help achieve success, students must construct purposes for reading so that they can gain the appropriate kind of information while reading. After a student has set a purpose for reading, she/he may preview the material to be read. The next step is to read the material at an appropriate speed considering the purpose for reading and the nature of…

The developmental college reading course at Seton Hall University has a traditional emphasis on literal, evaluative, and critical reading instruction. The course also has the objective to enable students to carry from the course the skills to be successful and confident in other reading intensive courses. "Transfer days" are thus begun;…

Of all the effective strategies available to college developmental reading students, annotating (noting important ideas or examples in text margins) and underlining have the widest appeal among students and the most practical application in any course. Annotating/underlining serves a dual function: students can isolate key ideas at the time of the…

To investigate the relationship between reading ability and the detection and repair of text-based (internal) inconsistencies, a study examined 100 college students enrolled in an introductory educational psychology course at a large state university. Based on their performance on the comprehension portion of the Nelson-Denny Reading Test,…

Using a study of 30 Danish freshman college students' vocabularies as a springboard, this paper explores and discusses a number of current assumptions about vocabularies in the mother tongue and in foreign language pedagogics. The paper contends that it is logical to assume that vocabularies in reading are fluid and depend on the text read, on the…

Presents three study techniques based on the Content Directed Reading-Thinking Activity that help college students organize, understand, and recall what they are learning from a text. (AUTH/ARH)

Proposes an instructional model that uses a directed reading-thinking activity for teaching students to preview their textbook materials. (FL)