Examines the nature of comprehension, specifically in the area of reading, and offers some techniques for teaching comprehension. (FL)

Examines the role of suprasegmental phonology in speech processing and its implications for reading instruction; also reviews evidence for the hypothesis that prosodic features cue the boundaries of perceptually functional units in spoken sentences, thus assisting the listener in the segmentation of verbal information. (FL)

Demonstrates that imagery instruction improves comprehension of what is heard and read and provides a means of encoding and organizing prose in a student's working memory. (FL)

A framework developed to describe effective vocabulary instruction suggests that teaching methods can be described by the types of information they provide and the types of processing they require. (FL)

Describes the constructions used to express cause and effect relationships and problems in comprehending such constructions. (FL)

Examines problems involved in defining reading comprehension. Suggests reexamining comprehension testing, rethinking the missions of reading instruction, and helping students find, formulate, and solve problems for which using written language provides a solution. (TJ)

Argues that Piaget's model of intellectual development can be applied to reading, especially in the area of reading comprehension. (RB)

Consists of a brief, annotated bibliography containing carefully-selected sources dealing with informal reading inventories. (JM)

Suggests that reflection is an important study skill. (RB)

Suggests that placing reading in a communication model reduces four traditional dichotomies in reading that have discouraged an integrated, holistic perception of the act of reading. The model weakens customary distinctions between style and substance, reading specialist and content instructor, reader and writer, and student and instructor. (JM)

Describes study which found that young children do not have an adequate concept of what constitutes a spoken word, which may partially explain why some children have difficulty making sense out of instruction aimed at helping them to process print. (JM)

Examines Frank Smith's analysis of the reading process with respect to comprehension, specifically, his assertion that during the reading process, comprehension of meaning precedes word identification. Discusses the implications of Smith's analysis for the teaching of reading. (JM)

Describes an activity designed to help students identify the main idea of a selection. (FL)

Discusses uncertainties in regard to the usefulness of the oral reading miscue analysis explained by P. David Allen and Dorothy J. Watson in their book "Findings of Research in Miscue Analysis: Classroom Implications." Notes that various problems of interpretation still surround the theory and workings of this procedure. (TJ)

Suggests "Adapted Miscue Analysis" as an effective way for teachers to analyze the reading levels, comprehension, and competence of their students. (TJ)