First, second, and third grade students were asked to draw inferences after reading stories written by themselves, by peers, and by adults. The 70 subjects were divided into groups of slow-inaccurate, slow-accurate, and fast-accurate readers. After reading each type of story, they responded to six questions requiring text-based inferences.…

A study was conducted to determine whether students comprehend student-authored material more easily than the material of published authors. The Fry Readability Graph was used to estimate the readability of 8 published passages of 200-270 words, which varied from grade 5 through grade 10. The topic of each passage was listed and used in a 2-day…

A study was conducted to determine the feasibility of using oral story making experiences to improve the oral language proficiencies and "sense of story" of fourth grade remedial reading students through select literary experiences. These experiences included exposing the students to literature in read-aloud exercises, and using wordless…

Reports on two studies that examined differences in the processing strategies of beginning readers, as indicated by an analysis of oral reading errors. (FL)

The Cognitive Curriculum uses a nontraditional approach to language instruction. Children play an active role, learning from concrete experiences while writing and reading their own material. This type of instruction has been developed with Project Follow Through students and has been particularly successful in writing instruction. The Productive…