Finds that (1) after question-answer relationship/metacognitive instruction, students answered a significantly larger percentage of the comprehension questions in their social studies textbook; (2) students so trained showed an increased ability to answer all three types of questions; and (3) there was minimal gain on students' posttest mean score…

Examines students for the effects of grade level and recall task type on children's memory for explicit, implicit, and metaphorical information following reading. Finds that fifth graders fare better than second graders and the cued condition exceeds free recall. Finds that second graders engage in metaphorical reasoning when the task is…

Summarizes a longitudinal study examining the relationship between the abilities of young children to read and spell phonologically. Shows that children acquire the ability to use a phonological strategy for spelling before the ability to use an equivalent strategy for reading is confirmed. Discusses implications for reading instruction. (MG)

Explores whether training in mental imagery can improve text comprehension in good and poor nine-year-old comprehenders. Finds that a three-session program of training in imagery benefited the poor, but not the good, comprehenders. Discusses results in relation to possible causes of children's comprehension difficulties. (MG)