A study examined the effect on speed and comprehension performance of one silent rereading following an initial silent reading. Each of 17 fourth grade students silently read two 500-word selections, which were written at the third grade level, and then responded orally to 20 literal and above-literal questions based on the materials. The silent…

This study investigates the relationship between reading comprehension and eleven measures of syntactic writing maturity. The subjects were 144 third, fourth, and fifth grade students of the Travis Elementary School in Sulphur Springs, Texas. The two instruments used to collect data were an in-class composition, which provided a writing sample,…

This study investigated the relationship between a reader's attitude toward his instructional climate and his diversity of reading interests. The sample for the study consisted of three classes of fourth grade students chosen from a randomly selected elementary school in Greenwich, Connecticut. All subjects were administered (1) the Affective…

Suggests a way of helping students apply their reading skills to solve math word problems. Claims comprehension monitoring is a set of skills that can be applied to both reading and math problem solving to help students integrate their reading skills with their computational skills. (MS)

The verbalized thinking of two sixth grade children while reading is analyzed using schema theory. An outline of a critical thinking theory is given and contrasted with schema theory. Conclusions for reading theoreticians are discussed. (MT)

The reading habit which is most consistently sensitive to reading ability measures is the habit of seeking out books by known authors. (Author)

Forty-six fourth-grade boys were tested to determine to what extent their substitution miscues affected their silent reading comprehension ability and their retelling ability following oral reading. It was found that, while substitution miscues generally detracted from comprehension and retelling, not all substitutions detracted equally. (MKM)

This study was designed to establish the generalizability of the claimed effectiveness of several prereading instructions in enhancing either specific types of comprehension or overall comprehension. (HOD)

Describes development and validation of the Reading Strategy Use (RSU) scale which assesses cognitive and metacognitive strategy use. Assesses discriminant validity of the components of metacognition and cognitive strategy use. Confirms, through several studies, validity and dimensional nature of the scale. Finds that the RSU scale shows high…

Finds that Japanese fifth graders' naming speed was a good indicator of the automaticity of the lexical access for both syllabaries and morphograms, but that skilled/less-skilled differences in vocalization latencies were greater for real words than for pseudowords for both hiragana and kanji. Discusses the applicability of C. A. Perfetti's verbal…

Investigates the influence of four types of predictions on the story understanding of sixth graders. Asks prediction questions, prediction plus justification questions, prediction plus review questions, or no questions. Analyzes retellings to determine information percentage included from original story. Indicates that differences in what students…

Examines the effect of metadiscourse characteristics (attitudinal, voice, and informational) and level of test anxiety on students' learning from social studies textbooks. Finds high anxious students perform best with first person voice and no attitudinal metadiscourse while low anxious students showed the opposite effect. (RS)

Investigates the effect of informing remedial readers that strategy use (such as looking for the main idea) improves performance on their self-efficacy and comprehension skills. Finds increased self-efficacy and comprehension skills, and suggests that remedial readers need multiple sources of strategy value information. (RS)

Explores sixth graders' perspectives on the contexts of reading and responding to books in school. Finds children respond to books in patterns specific to school contexts; classroom contexts are socially constructed through children's interactions; and children constructed a community of readers by interacting with one another to respond to books…