This research investigates the effects of prosody on children's recall for stories using two successive studies. Study 1 is an ethnographic exploration of a group of fifth graders creating summaries of a children's story with overt prosodic elements. Study 2 is a quasi-experiment in which the story summaries created by students who heard one of…

This study investigated the effects of the Jigsaw II cooperative learning (CL) model and whole class instruction in improving learners' reading comprehension, vocabulary acquisition, and motivation to read. Forty-four grade five English as a foreign language learners participated in the study, and a posttest-only control group experimental design…

Examines the methodological procedures of expert systems being used in reading research. Identifies four methodological techniques: (1) intact group comparisons, think-aloud protocols, retrospective analysis, and naturalistic inquiry. Notes internal validity threats for each type, and recommends longitudinal descriptive studies on poor readers to…

Investigates the reading-writing relationship, emphasizing theories postulating identicality of knowledge use. Administered four reading measures and eight writing measures to second and fifth graders and found few correlations between reading and writing variables. Suggests little improvement arises from combining reading and writing or from…

Examines the validity of estimates of instructional reading level produced by the Reading Comprehension Test of the 1986 Metropolitan Achievement Tests (MAT). Compares reading level estimates provided by the MAT, basal reader placement tests, an informal reading inventory, and classroom teachers' judgments. Suggests that each method, because of…

Examines different approaches to reading acquisition used in four first grades of a suburban elementary school. Supports the use of a language experience approach as a viable alternative to the basal reader approach for teaching reading and writing. (JK)

Shows that sixth-grade students did not use as much oral language for forecasting and reasoning as did third-grade students or students in kindergarten when their language was recorded under similar conditions. Suggests that perhaps the very process of schooling inhibits students' need to think creatively and to reason. (FL)

Examines several similarities in practices in education and in psychotherapy. (FL)

Concludes that (1) pointed Hebrew text was read more accurately and rapidly than unpointed text by both adults and children who were fluent readers, and (2) both groups displayed significant effects for context richness, word frequency, and type of Hebrew text. (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)

Supports findings from earlier research showing that older students are more aware of organizational structure, more precise in assessing information, and better able to deal with logical relationships than are younger students. (FL)

Concludes that second graders' self-reports of comprehension and liking were highly related to the performance measure of error detection for good readers but not for poor ones. (FL)

Investigates whether standardized tests measure the same comprehension construct as free recall assessment techniques. (FL)

Provides evidence to suggest that direction in story structure benefits the recall of low socioeconomic sixth-grade children. (FL)

Reports on a study in which eight high school students and one elementary school student received practice in making both speeded and tachistoscopic identifications of high and low frequency words. Compares performance of each group to the other and to a third control group where stimuli were presented at a self-paced rate with no experimental…