Fifty-six third graders were randomly assigned to two treatment groups, in a study of the relationship between clause structure and the readability of written texts. The treatment groups read sets of passages which were identical except for certain word-order modifications. The dependent variables were silent- and oral-reading comprehension, rate…

Oral reading errors of 10 learning disabled children (9-11 years old) were examined in order to describe the type of errors, the use of graphic, syntactic, and semantic information, and the implementation of correction strategies. Tape recordings were made of individual oral reading sessions, and errors were classified according to substitution,…

Oral reading errors of functionally illiterate adults were compared with those of younger readers at the same achievement level. The sample consisted of 34 second- and third-grade pupils and 31 functionally illiterate adults; all subjects were reading between grade levels 2.5 and 4.0 for both word recognition and comprehension, as measured by the…

This study examined the usefulness of an evaluation procedure designed to measure performance in spoken English. Rating involved assessment of the prose reading and conversation skills of 57 first-year students at Wellington Teachers' College, New Zealand. Specific topics of investigation included the consistency of "general impression" ratings…

Prescribes ways that teachers can use the tape recorder in reading classrooms. (RL)

Analysis of variance revealed that listening to excerpts from children's stories about Mexican Americans resulted in an inconsistent, though positive, change in ethnic attitudes, and no significant change in self-concept or reading interest scores among a sample of 220 sixth-grade children. (MJB)

Discusses a study which compared informal reading inventory formats and which found that the most accurate measurement involved silent reading followed by oral reading. (MB)

Concludes that the test has a well-designed reading booklet and a carefully constructed manual, but that it has a narrow applicability. (FL)

Describes a method of intensive guided reading instruction in a second language which reduces frustration, ensures success, and implements the processes of reading instruction set forth by Kenneth Goodman and elaborated by others. (SED)

Investigates the effect of reading ability on graphically and contextually constrained oral reading errors of fourth grade readers at differing degrees of reading difficulty. Indicates that, at both low and high levels of difficulty, better readers relied on contextual information and poor readers relied more on graphic cues. (MS)

Explains how a five- to seven-minute daily reading of popular children's books fostered aural comprehension and literary appreciation in students. (HOD)

To determine which of four modes of reading (oral reading to an audience, oral reading to oneself, silent reading, silent reading while listening) best facilitated reading comprehension, 48 subjects read a passage in each of the modes and answered post comprehension questions. Results supported equivalent comprehension following silent and oral…

Analyzes research reports that describe specific corrective feedback techniques. Notes effects for comprehension and for accuracy of word recognition among remedial and average readers and discusses instructional implications of the findings. (FL)

Discusses three principles for use by volunteer tutors to use in monitoring children's oral reading: (1) maintaining an adequate pace in the lesson, (2) helping students make sense of what they read, and (3) helping the student to read what is actually on the page. (FL)

Discusses the hypothesis that pupils who read and understand a first language text (in this case, Romanian) fairly well, will be able to improve their reading and understanding of a second language (German) text after having learned and exercised certain reading strategies in both languages. (SED)