Revised two stories from basal readers to improve their coherence without altering their plots. Revisions increased the difficulty of the passages as indexed by readability formulas but enhanced comprehension of both skilled and less skilled readers. (FL)

Argues that teachers can help students become better comprehenders by helping them learn to know when they understand what they are reading and what to do when they do not. (FL)

Describes an instructional method in which teachers verbalize their thoughts while reading orally, modeling their thinking about the text, and students practice the technique to enhance their comprehension. (AEA)

The first experiment made use of adjunct questions to manipulate the probability that kindergarten and second-grade children would make inferences during comprehension. The second investigated the relative influence of memory for details, memory for explicit information, and age on memory for inferences. (Author/RH)

Uses findings from story grammar research to create guidelines to help students in writing book reports and describes applications of the guidelines as they were used in a second and a fifth grade classroom. (FL)

Concludes that intermediate grade students were better able to determine the meaning of unfamiliar words when (1) contextual clues were provided, (2) students were older, (3) the clues were in synonym rather than inference form, and (4) the contextual clues were closer to the unfamiliar words. (FL)

Advanced organizers produced two distinct effects--subsumption of related material and abstraction of incidental concepts. (RB)

Fourth and final part of a continuing article; parts 1-3 appeared in "Deutsch als Fremdsprache" n3 1971, n4 1971, and n5 1973. (DD)

Reviews several models for communicating ideas accurately, attempts to define accuracy, and describes some new ways accuracy can be measured. (Author/RB)

Assuming he has basic work recognition skills, any child can read any book with some degree of comprehension if the teacher conveys a positive attitude and students learn to read with purpose. (Author/RB)

Based on results reported in a doctoral dissertation completed at the State University of New York at Buffalo. Investigation carried out while the author held a National Institutes of Mental Health Predoctoral Research Fellowship. (VM)

Paper adapted from the final report of a Columbia University Teachers College Research and Demonstration Center for the Education of the Handicapped project. (JM)

Report of the first year of this study appeared in The Modern Language Journal, v52 n5 p268-279 May 1968. (DS)