Examines, in two experiments, the memory coding processes of readers during reading of connected text. Finds that, along with phonological coding, semantic processing contributes an important amount of variance to deficiencies in the reading of connected text. (RS)

Examines strategy use of biliterate third- and fourth-grade readers reading in Spanish and in English. Finds that students reported the same number and same type of strategies whether reading in Spanish or English; reading times and gist recall on the retellings did not differ for the two languages; and strategy use was related to comprehension.…

Examines (from the perspective of developmental dialectics) the on-going debate between traditional instruction and whole-language advocates in reading. Provides an overview of the differences between the two camps. Outlines the reasons why whole-language approaches have increasingly been incorporated into classrooms. Speculates on how the debate…

Explores task, person, and strategy variables as determinants of strategy use in college students, drawing upon study strategy, metacognition, and attribution research literatures. Finds that the college students reported using more than eight strategies per student on the average. (MG)

Considers two different views of beginning reading, one emphasizing the alphabetic nature of written language and the other focusing on contextual, as opposed to graphic, information. Examines different perspectives by evaluating oral reading errors in 15 first graders. Results support the influence of instructional approach on children's…

Studies influences of rereading and strategy use on college students' abilities to understand/remember text information, hypothesizing that those engaging in active strategy use should perform better than those who do not. Indicates no differences between groups on the recognition task, but finds differences on the recall task. Discusses time on…

Describes a five-week intervention to improve reading comprehension of four college students, focusing on expert reading strategies, metacognitive awareness, and enhancing self-efficacy. Finds that all participants improved on the targeted reading strategies, made significant gains in reading comprehension, and reported high satisfaction with the…

Discusses separating good readers from poor readers. Defines strategies for accomplishing academic tasks. Finds that poor readers lack appropriate strategies to correct their comprehension problems. Reports results of interviews with 60 fifth-grade expert readers. Concludes that through direct, systematic teaching and guided practice of reading…

Finds that: sentence reading times were facilitated during rereading to the extent that the information had been encoded from the initial reading; participants incorporated new information into their text representations; rereading improved the memory for causally important information; and the correlation between recall and importance was greater…

Finds strong and consistent relationships between reading goals, reading strategy use, and grade point average. Finds that number of goals and reading strategies reliably discriminated between college students with higher and lower grade-point averages and with higher and lower ACT Reading and English scores. Reveals that strategies that…

Considers how children with special needs and their less challenged peers both deserve equity and equality of educational opportunities that promote the lifetime reading habit. Suggests that a strong commitment is needed from teachers and administrators, whose collective energy is aimed at determining children's attitude toward reading and helping…

This study investigated students' decision-making as they self-selected important words from expository texts. Participants were 94 eighth graders and six adult readers. Data sources included students' written responses containing their word selections and reasons for selecting words from eight informational passages, student interviews, and word…

The present study describes the development and validation of a self-report instrument that is designed to measure college students' use of reading strategies for comprehension and for studying while reading school-related materials. Principal components analysis (PCA) of an initial sample (n = 575) of college students showed that the…