Discusses the systematic relationship between the language patterns of a text and the context of situation that enables a reader to predict from one to the other. (FL)

Reviews studies dealing with dyslexia, reading development, and reading materials and interests. (DF)

Discusses the nature of cohesive relationships and the contribution of cohesion to comprehension in determining the role of cohesion in written text. (DF)

Suggests 10 classroom-tested activities that improve reading comprehension. (DF)

Suggests that reading comprehension is a special case of language comprehension; considers the effect of prior knowledge and experience on recall of meanings; points to the role of "scripts" (information accumulated about a situation, word, or concept) in reading comprehension; and outlines implications for teachers. (GT)

Discusses the theory that reading is more than the searching for meaning within a text. Argues that the meaning of a text actually is in the interaction between reader and text. (FL)

Outlines the contents of reading materials kits designed to be used to improve the functional reading ability of adolescents in Great Britain. (VJ)

Discusses the steps involved in and the preparation necessary for learning to read (decode) and to comprehend what is read. (JM)

Provides an overview of three major categories of reading skills (word identification, comprehension, and rate) and of two basic types of study skills (those involving the location of information through reading and those involving organization of information) and shows how the skills are related to each other. (GT)

Reports on reading research in Great Britain published in 1988. Includes sections on word recognition, dyslexia, blind and deaf readers, writing, language and literacy, cohesion and comprehension, parents, and teaching methods. Concludes that most funding reinforces a narrow paradigm of educational research and that aging reading tests are used to…

Describes and evaluates several methods for teaching reading that can involve the parent in the child's reading development. Concludes that a program involving paired reading in its purest form is the best method. (SRT)