Examines whether some of the problems that average and below average readers have in comprehending expository texts stem primarily from lack of familiarity with conjunctions or a tendency to ignore them. Reports that all reading levels benefited from the highlighting of explicit conjunctions. (MM)

Discusses literature for transitional readers (8 to 11 year olds who can read fairly lengthy stories independently, but need to sharpen and extend reading comprehension and critical thinking skills). Outlines developmental characteristics of these readers, and characteristics of the literature they tend to favor. Includes references to 73…

A group of 10 less able fifth-grade readers with comparable scores on a standardized reading test were assessed under reading conditions representing different combinations of familiarity, text type, length, and mode of reading. Results indicated that the students did not perform similarly under a variety of reading conditions. (Author/JDD)

Focuses on guiding readers toward making informed decisions about choosing appropriate paths through and beyond the text. Points out that this type of reading program can work as well for intermediate grade readers as it does for primary readers. (ET)

Describes the Salient Characteristics Analysis Technique (SCAT), used to assist students in comprehending metaphorical text. Describes a sample lesson using a Langston Hughes poem. (SR)

Examines effects on recall and comprehension of a passage from a fourth-grade textbook and versions revised for greater coherence or to exhibit voice. Finds that, immediately after reading, the voiced coherent passage held significant advantage over all other passages in both recall and comprehension. Finds similar, though statistically…

Finds that fourth graders were more likely than fifth and sixth graders to understand story characters in terms of immediate situation rather than overall story context and in terms of individual perspectives rather than social relationships. Finds that adults differ from fifth and sixth graders in the same way. (SR)

Investigates the effects of text absent and text present conditions during summary writing. Suggests that text absent summarization may be beneficial but only for subjects who are competent summary writers or able readers. (SR)

Investigates how Hispanic bilingual students' knowledge of Spanish vocabulary and ability to identify Spanish-English cognates relate to their comprehension of English expository text. Finds that performance on a multiple-choice test was related to students' ability to recognize cognate relationships, as was the relationship between Spanish…

Thirty-six Australian students (grades 5-7) with reading difficulties were trained to cue themselves to the purpose of reading or to cue themselves in addition to underlining key words and phrases as they read. The combination of awareness of purpose and the employment of a self-regulated underlining strategy generated better reading…

A six-phase theoretical model for the teaching of summarization is presented, and the concept of direct instruction is applied to teaching students to summarize lengthy selections. A sample fourth grade lesson is included, though the plan itself is also recommended for use with older students needing assistance. (JDD)

Offers a strategy for providing an opportunity for students to develop the ability to think critically. Uses character charts to encourage fourth and fifth graders to make critical judgments as they listen to stories read aloud by the teacher. (PRA)

Notes that three groups of fifth graders either read an original social studies text, read a revised version, or were asked questions while reading the original text. Finds no differences among the three groups in amount of information recalled and the number of questions answered correctly, but students who were asked questions tended to recall…

A culture of testing permeates schools. Many teachers cannot separate instruction/instructional improvement from outcome measures designed for accountability. The article discusses the effects of standardized testing and examines a study of teachers' beliefs and practices concerning reading comprehension instruction that indicates accountability…

This article reports on a reading comprehension instructional technique which uses reciprocal-like teaching formats in groups and semantic mapping to make text structures apparent. The procedure significantly affected recall of expository ideas and knowledge of comprehension strategies with 28 intermediate grade students with learning…