Volume I, 1981 Contents

Cpmprehension: Process and Product

 

 

Managing Editors

George H. McNinch, West Georgia College

Board of Directors

Sylvia Carter, University of Georgia
Gordan Gray, Clemson University
Bob W. Jerrolds, University of Georgia
Anthony Manzo, University of Missouri-Kansas
Wayne Otto, University od Wisconsin-Madison
Alton Raygor, University of Minnesota
George Spache, Spache Education Consultants, Inc.  Sarasota Florida

 


Papers


Toward Understanding Comprehension

Wayne Otto, University of Wisconsin-Madison

 

 

 

 

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Assessment of Comprehension by Standardized, Norm-Referenced Tests

Ira Aaron, University of Georgia
E Sutton Flynt, University of Georgia

 

 

 

 

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Reaction: Assessment of Comprehension by Standardized, Norm-Referenced Tests

Alta Palmer, Louisana State Department of Education

 

 

 

 

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Varieties of Comprehension Measures: A Comparison of Intercorrelations Among Several Reading Tests

Alton Raygor, University of Minnesota
Rona Flippo, Georgia State University

 

 

 

 

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Reaction: Varieties of Comprehension Measures

Sharon Kossack, Florida International University

 

 

 

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The Processes of Reading Comprehension in Elementary Children: Research Related to Instructional Strategies to Promote Comprehension

Lyman Hunt, University of Vermont

 

 

 

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Reaction: Instructional Strategies to Promote Comprehension

Eunice Askov, Penn State University

 

 

 

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Glossing for Improved Comprehension: a New Look at an Old Technique

Wayne Otto, University of Wisconsin-Madison

 

 

 

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A Multivariate Analysis of Principle and Trace Elements in Mature Reading Comprehension

Anthony Manzo, University of Missouri-Kansas
Ula Price Casale, Northwest Missouri State

 

 

 

 

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Current Research and Analysis of Definitions of Comprehension

M. Jean Greenlaw, North Texas State University
Ruth Justine Kurth, North Texas State University

 

 

 

 

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Research and Practices in Comprehension Instruction in Elementary Classrooms

Ruth Justine Kurth, North Texas State University
M. Jean Greenlaw, North Texas State University

 

 

 

 

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Active Reading Behaviors: A Product Centered Approach to Comprehension

Karl Hesse, University of Orgeon
Terry Bullock, University of Oregon
Beverly Ann Chin, University of Central Florida

 

 

 

 

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A Summary of Studies Assessing Secondary Teachers' Attitudes and Perceptions of Competency in Content Area Reading Instruction

Beverly Ann Chin, University of Central Florida
Karl Hesse, University of Oregon
Terry Bullock, University of Oregon

 

 

 

 

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Pupil Reading Pursuits in Content Area Classrooms: Data Needed by Policy Makers

Karl Hesse, University of Oregon
Edith Slinger, University og Oregon

 

 

 

 

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What Research on Prosodic Cues Might Have to Say About Comprehension and Automaticity Theory

Pauline Witte, Middleton-Cross Plains Area Schools, Wisconsin

 

 

 

 

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Comprehension Research and Diagnosis: Beyond Single Dependent Measures

Samuel Mathews, University of West Florida
Kaybeth Camperell, Rhode Island College

 

 

 

 

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Reaction: Comprehension : Beyond Single Dependent Measures

Thomas Schnell, University of Missouri

 

 

 

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Reducing Test Anxiety Effects on Reading Comprehension of College Students

David Wark, University of Minnesota
Michael Bennett, University of Minnesota
Nadine Emerson, University of Minnesota
Howard Ottenheimer, University of Minnesota

 

 

 

 

 

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The Comprehension of Mathematical Language, a Communication Approach

Kathryn Sullivan, Pembroke State University

 

 

 

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Reaction: Comprehension of Mathematical Language

A.N. Hutchinson, Scott-Foresman

 

 

 

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Effects of Representation and Organization Features of Text on Success in Mathematical Problem-Solving

Paul Blohm, University of Southwestern Louisana
James Wiebe, University of Southwestern Louisana

 

 

 

 

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Reaction: Effects of Representation and Organizational Features of Text

Jay Blanchard, Murray State University

 

 

 

 

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The Effects of Integrating Language and Spelling Lessons with Reading Instruction on Third Grade Students' Achievement in Vocabulary and Reading Comprehension

Sharon Smith, Douglas County Schools, GA
Donald Slate. Lithia Springs Elementary School, GA
Bobbie Morelock, Lithia Springs Elementary School, GA

 

 

 

 

 

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The Development of Children's Composition Following Targeted Discussions of a Distinctive Literature Selection

Patricia Duncan, Virginia Commonwealth University
Alan McLeod, Virginia Commonwealth University

 

 

 

 

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The Effect of Exposure to Similes on Children's Comprehension and Use of the Form

Mary Brittain, Virginia Commonwealth University

 

 

 

 

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Adolescent Literature as a Vehicle for Developing Comprehension and Composition Skills

Judy Richardson, Virginia Commonwealth University

 

 

 

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The Effects on Concreteness and Imagery on Paired-Associate Learning and Recall in the Reading Process

Mary Creamer, West Georgia College
Laura Phillips, Taylorsville School, Georgia

 

 

 

 

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Repeated Reading of Taped Literature: Does it Make a Difference?

James Laffey, James Madison University
Donna Kelly, Rockingham County Schools

 

 

 

 

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The Role of Single Word Decoding Skill on Literal and Inferential Contextual Comprehension Performance

Jay Blanchard, Murray State University

 

 

 

 

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The Space Test as a Possible New Informal Reading Placement Test

Nelly Hecker, Furman University
Bob Jerrolds, University of Georgia
Sidney Benton, North Georgia College

 

 

 

 

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Reaction: The Space Test as an Informal Reading Test

Harvey Kasow, Miami, Florida

 

 

 

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Response to Dr. James Dinnan's Presentation

Ralph Schoolcraft, Gardner-Webb College, NC

 

 

 

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Comprehension Through Oral Language Perceptions: Paradigmatic Language Training for Head Start Children

Lora Cartelli, Collier County Public Schools, Naples, Florida
Mary Ann Cartelli, Collier County Public Schools

 

 

 

 

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Word Reading Efficiency of Disabled Readers Under Conditions of Semantic Loading with Implications for Reading Comprehension

Robert Jennings, Fort Hayes State University
George McNinch, West Georgia College
Elizabeth Arnold, University of South Missouri

 

 

 

 

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A Study in the Effects of Paradigmatic Language Training and Its Transfer to the Reading and Writing Performance of Adult Illiterates

Linda Katchen, Golden Senior High School, Colorado

 

 

 

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Reaction: Alternative Reading Instruction for Prison Illiterates

Slyvia McCoy Carter, University of Georgia

 

 

 

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An Investigation of Variables that Predict Gain Scores in Title 1 Reading Programs in Pennsylvania

Joan Elliott, Indiana University of Pennsylvania

 

 

 

 

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Sentence Complexity as a Factor in the Relative Difficulty of Three Passages of Varying Syntactic Complexity

Marilyn Fairbanks, West Virginia University
Lydia Ledesma, University of the Philippines

 

 

 

 

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Reaction: Sentence Complexity

Jackie Jenkins, North Carolina State University

 

 

 

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Teachers' Analysis of Strategies Employed in Miscomprehension

June Thomas, Alabama A&M University

 

 

 

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A Study of the Effects of Listening/Reading Transfer on Four Measures of Reading Comprehension

Hal Seaton, University of Georgia
O. Paul Wielan, St. John's University

 

 

 

 

 

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Reaction: Effects of Listening/Reading Transfer

Rona F. Flippo, Georgia State University

 

 

 

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Acquisition of Incidental Reading Vocabulary

Emilie Paul Sullivan, University of Arkansas

 

 

 

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Reaction: Acquisition of Incidental Reading Vocabulary

David Moore, University of Connecticut

 

 

 

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Comprehension Instruction or Assessment-- What's the Difference:

Thomas Cloer, Jr., Furman University

 

 

 

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Textual Constraints Affecting Adults' Free Recall

Terry Lovelace, University of Southwestern Louisiana
Ann Marie Haase, New York State Department of Education

 

 

 

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Comprehension of Critical News Items as Expressed by College Students and Adults in Business, Industry, and Religion

Effie Kaye Adams, East Texas Educators Research Council, Inc.
Elois Scott, University of Florida

 

 

 

 

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Teaching Reading Disabled students to Read for Meaning: A Research Study

Victoria J. Risko and Paul S. Redelheim,
George Peabody College for Teachers, Vanderbilt University

 

 

 

 

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Reaction: Teaching Disabled Students to Read

James Carlin, Murray State University

 

 

 

 

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The Need for a Diagnostic/Prescriptive Instructional System

William F. White, Morehead State University

 

 

 

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A Model for Individualizing the Academic Program

Wanda D. Bigham, Morehead State University

 

 

 

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An Individualized Reading Program for College Students

William C. Hampton, Morehead State University

 

 

 

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Research Component of the Morehead State University Development Studies Program

Linda A. Higginbotham, Morehead State University

 

 

 

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The Diagnostic Prescriptive Information System Model Funded by Title III Under the Strengthening Developing Institutions Program

Terry G. Blong, Morehead State University

 

 

 

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Reaction: The Morehead state University Program

Albert J. Kingston, The University of Georgia

 

 

 

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Computer Assisted Instruction: An Innovative Approach to teh Development of Comprehension

H. Wendell Thompson, Alabama A&M University
H. Saha, Alabama A&M University
Hor-Ching Wang, Alabama A&M University

 

 

 

 

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Reaction: Innovative Approach to Comprehension at the Freshman Level

George E. Mason, University of Georgia

 

 

 

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Using Advance Organizers in the Classroom

Evelyn F. Searls, University of South Florida

 

 

 

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Comparative Evaluation of the Cognitive Comparisons and Searls' Advanced Organizers

Loretta A. Nielsen, University of South Florida

 

 

 

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Reaction: Nielsen's Cognitive Comparisons and Searls' Advanced Organizers

Marian Tonjes, Western Washington University

 

 

 

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Reading Rate as a Factor in Comprehension at the College Level

Susan G. Strader, East Tennessee State University
Flora Joy, East Tennessee State University

 

 

 

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For questions regarding this website please contact Gary Moorman. Updated May 6, 2003. This site is maintained by Appalachian State University, Reich College of Education.

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