A study was conducted to determine: (1) the relationships between prior knowledge and passage recall; (2) the effect of a prereading activity (PReP) on available knowledge; and (3) the effect of the PReP activity on total comprehension scores. The subjects were 161 sixth grade students from a middle class suburban Long Island, New York, public…

Sixty-eight fifth and sixth graders participated in a study of the relationship between self-concept, need achievement, and reading achievement and of the effects of a supplementary program designed to enhance self-concept and need achievement. The California Reading Test, the Piers-Harris Children's Self-Concept Scale, the Socio-Cultural…

A study was conducted to determine the effect of a program of listening skills on the reading comprehension of fourth grade students. After a pretest, an experimental group of 12 boys and 12 girls was selected randomly from four classrooms and a control group was selected with matched pretest scores. The experimental group was taught using…

In this study, the effect of a passage organizer (topic sentence) on the ability to identify main ideas was tested. The second purpose of this study was to determine whether main idea comprehension is affected by the type of main idea question asked. Thirty third- and thirty fourth-grade children selected on a random basis from a semi-rural…

This study was designed to further validate the Staats remedial reading procedures and to demonstrate their generality by extending their application to a population of pre- and early-adolescent retarded readers. The subjects consisted of 32 students from fourth, fifth, and sixth grade classrooms and 16 subjects of equivalent chronological age…

Samples of 98 fourth graders and 111 sixth graders participated in a study of the relationships between operational thinking and reading comprehension of texts involving operational structures. Tests of operational thinking, reading comprehension, IQ, and vocabulary were administered in class groups. Results from correlational and factor analyses…

The purpose of this study was to analyze and compare the oral reading strategies of average and below-average readers in grades four, five, and six who were speakers of Hawaiian Islands dialect. Fifty subjects from Keaukaha School on the island of Hawaii composed the sample group. Subjects were selected on the basis of their standardized test…

Analysis and comparison of the decoding strategies of 50 Hawaiian Islands dialect speakers in grades four, five, and six showed statistically significant differences in the strategies used by average and below-average readers in each grade and across succeeding grade levels. (JM)

Argues that vocabulary is best taught by helping students experience the meaning of words. Offers research background and four teaching methods to use with intermediate grade students. (FL)

Using eight intermediate grade remedial reading students as subjects, a study was conducted to (1) validate the method of repeated readings to determine if improvements in fluency could be achieved, (2) identify aspects of reading and fluency that change with repeated practice, and (3) determine if improvements in any of these areas had any…

Latent inferential comprehension scores were calculated for fourth-, fifth-, and sixth-grade students in a study that investigated cognitive styles as mediating variables in comprehension processes. (HOD)

Analyzes the effects of selected deletion patterns, blank conditions, and scoring modes on the cloze test performance of sixth-grade students. (FL)

Fifty fifth-grade students read passages at three readability levels from four content areas, then answered vocabulary, literal, and interpretive questions based on each passage. Significant differences in comprehension were found across ability levels and content areas. One sample passage is appended. (FL)

Reports on a study that examines the effects precis writing and outlining have on students' ability to identify ideas in a text and generate and elaborate on those ideas in a written form. (FL)

Concludes that when presented stories, some of which were inconsistent because of missing pages, less skilled readers were poorer at reporting a missing page, placing it correctly, and fixing the story than were skilled readers. Stories are appended. (FL)