The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors' coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in…

Reports on a study which examined children's and adults' use of text structure and content schemata in isolation and as they interact. Indicates that subjects' ability to select appropriate schemata supported the validity of both schema types. Also finds that structure and content schemata interact with schooling and text to influence processing…

Describes four experiments that examined the influence of an information units' category membership, normative importance, and goal-relatedness on its perceived importance. Results suggest that category membership and goal-relatedness did affect perceptions of importance.(HOD)

Sets up a dialogue on the topic of secondary reading interventions. Hopes to stimulate a conversation among diverse researchers and practitioners whose work would enable them to represent the best interests of a wide range of secondary students. Concludes with a redefining of secondary reading intervention. (SG)

Reviews research on the effects of world knowledge and text structure variables on reading comprehension. Concludes that text structure variables exert influence only when the subject matter is moderately unfamiliar and are redundant in reading familiar or very difficult material. Suggests knowledge and structure variables should be manipulated…

Discusses two studies conducted in the same classroom at overlapping times that contain apparent contradictions about the teacher's effectiveness and the nature of discussions in his classroom. Concludes that the forms and mechanisms for conducting this type of research are inadequate and that the inherent issues of subjectivity and objectivity…