George H. McNinch, West Georgia College

Sentence-Combining Inproves Writing--Can It Improve Reading Comprehension?

Evelyn F. Searls, University of South Florida
Donald D. Neville, University of South Florida

A Description of Instruction in the Reading of Assigned Materials in Eighth Grade Social Studies and Language Arts Classrooms

Terry Bullock, Karl D. Hesse, University of Oregon
Edith Slinger, Nixon, Nevada

A Qualitative Analysis of Reading Instruction in Low Level Language Arts and Reading Classes in One High School

Karl D. Hesse, Terry Bullock, University of Oregon
Carole Villalovoz, Springfield, Oregon Public Schools

Assessment of Content Text Difficulty by Elementary and Middle School Personnel

Susan G. Strader and Flora C. Joy
East Tennessee State University

Vocabulary Instruction in Mathematics: Do the "Little" Words Count?

Kathryn Sullivan, Pembroke State University

Reaction: Vocabulary Instruction in Mathematics

Sidney E. Benton, North Georgia College

Factors Affecting comprehension of Math Word Problems-- A Review of the Research

Thomas Cloer, Jr., Furman University

Reaction: Factors Affecting comprehension of Math Word Problems

Sidney E. Benton, North Georgia College

Teaching Multi-Age Level Elementary School Students Comprehension Skills Through A Self-Directed Social Studies Learning Packet

Joan Elliott, Indiana University of Pennsylvania

Reaction: Teaching Multi-Age Elementary School Students Comprehension Skills

Gerard F. Lentini, West Georgia College

Glossing for Improved Comprehension: Progress and Prospect

Wayne Otto, University of Wisconsin-Madison
Bernie Hayes, Utah State University

Guidelines for Writing Gloss Notations with a focus on Comprehension Skills and Strategies

Don Richgels and Ruth Hansen
University of Wisconsin-Madison

Glossing Content-Area Texts: A Vehicle for Inservice Training

Pauline L. Witte, Middleton-Cross Plains Area Schools, Middleton, Wis.

Gloss in Action: Gloss Used in Remedial Reading Classes to Improve Comprehension of Expository Text

Carol Dana, Cardianl Stritch College-Milwaukee

"Improving Reading in the Disciplines--Directions for Developing and Refining An Instructional Technique": A Reaction

Victoria J. Risko, George Peabody College for Teachers of Vanderbilt University

Use of Student-Generated Questioning Procedures to Stimulate and Promote Reading Comprehesion Skills of Students

Emery P. Bliesmer, Pennsylvania State University
George S. Johnson, Pennsylvania State University

Mnemonics: Educational Applications

Ronna s. McMurtrie, Pennsylvania State University

Vygotsky's Theory of Intellectual Development: The Effects of Subject-Matter Instruction on Self-Regulated Cognitive Processes

Kay Camperell, University of Southern Mississippi

Adjunct Aids and Teacher Regulation of Learning from Text

Jane Warren Meeks, Old Dominion University

Cognitive Process Instruction: New Approaches to Learning in Science

Marilyn G. Eanet, Rhode Island College

An Information Processing Tribunal (IPT) for Adjudicationg Complex Issues in Education...and Public Policy

Antohony V. Manzo, University of Missouri-Kansas City

Reaction: An Information Processing Tribunal (IPT)

Albert J. Kingston, University of Georgia

Literature, Instructional Materials, and Teacher Perceptions of the Development of Comprehension Skills: A Research Report

Sylvia M. Carter, University of Georgia
Ira E. Aaron, University of Georgia

Reading in the Disciplines: Using Sports to Stimulate Critical Thinking

Lance M. Gentile, North Texas State University

Reaction: Using Sports to Stimulate Critical Thinking

Reed R. Mottley, University of Southern Mississippi

The Relationship of Writing to Aspects of Intelligence and Reading

Wayne Brazell, Morehead State University
Byron Callaway, University of Georgia

An Investigation of Third Graders' Listening Comprehesion of Humorous Children's Literature

Mary-Lou LeBouef, Lake Charles, Louisiana

Reading Courses for Teachers in the Disciplines: On the Incorporation of Issues from Critical Curriculum Theory

Robert E. Rouse, Beaver College

The Effect of Cognitive Style on Reading and Writing in Science Materials

John E. Readence, University of Georgia
David A. Hayes, University of Georgia

Reading Comprehension of Students on Postcloze Procedures for Textbooks in Five Disciplines

William F. White, Moreheard State University
Wanda D. Bigham, Morehead State University

Using a Thematic Organizer to Develop Conceptual Comprehesion in Fourth, Fifth, and Sixth Grade Remedial Readers

Victoria J. Risko, George Peabody College for Teachers of Vanderbilt University
Marino C. Alvarez, Tennessee State University

Literary Versus Scientific Reading in College- A Comparative Analysis

J. Michael Bennett, University of Minnesota
David M. Wark, University of Minnesota

Effects of Training in Study Skills for Specific Content Courses as Reflected in Actual Course Enrollment, Grades and Withdrawals of High-Risk College Freshman

Ronna S. McMurtrie, Pennsylvania State University

Effects of Computer-Aided Glossing on Prose Recall

Paul L. Blohm, University of Southwestern Louisiana

RSM2P: A Meta-Cognitive Approach for Teaching Cognitive Strategies for Facilitate Learning

Ralph H. Huhn, Jr., McNeese State University

Close Performance of Sixth Grade Students on Fiction, Science, and Social Studies

June Thomas, Alabama A&M University

Developing Cognitive Relationships in Social Studies Through Trade Books

M. Jean Greenlaw, North Texas State University

Reading in the Disciplines: Post Schooling Concerns

Nancy E. Boraks, Virginia Commonwealth University

Reading habits, Patterns, and Interests of Older Active Readers

Patricia H. Duncan, Virginia Commonwealth University
William F. Goggin, Virginia Commonwealth University

The Older Active Reader: A Commentary on Duncan and Goggin

George E. Mason, University of Georgia

Reading Habits and Patterns of Entering College Students in Standard and Compensatory Classes

Mary M. Brittain, Virginia Commonwealth University

Reading Habits and Patterns of In-service Reading Teachers in Public and Private School Settings

Stanley E. Baker, Virginia Commonwealth University

Reaction: Reading Habits and Patterns of In-Service Teachers in Public and Private School Settings

Emilie P. Sullivan, University of Arkansas

The Study and Teaching Needs of the Elderly College Student

Albert J. Kingston, Jr., University of Georgia

Reading Attitudes and Problems of the Elderly

Carmen J. Carsello, University of Illinois at Chicago
James W. Creaser, University of Illinois at Chicago

Training Administrators in the Supervision of Content Area Reading Teachers

Chester H. Laine, University of Cincinnati

Research Results: Teacher Change in Content Area Reading

Eunice N. Askov, Pennsylvania State University
Mary M. Dupuis, Pennsylvania State University

Study Skills: Impact on a Teacher Inservice Program on Student Achievement

Brenda S. Townsend, Indiana University of Pennsylvania

Secondary Students' Free Recall as a Measure of Comprehension and Equivalency of Content Area Paragraphs

Terry Lovelace, University of Southwestern Louisiana

Secondary Students' Knowledge of Textbook Metastructure

John A. Mateja, University of Georgia
Karen D. Wood, University of Georgia

Reaction: Secondar Students' Knowledge of Textbook Metastructure

Martha Collins Cheek, Louisiana State University

Critical Reading, Reasoning, and Consumer Decision Making

Michaeleen P. Peck, University of Wisconsin- Greenbay
Margaret A. Laughlin, University of Wisconsin- Green Bay

Multi-Discipline Analysis of Subvocalization Effects on Comprehension

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

What Research Says to the Disciplinarian

Effie Kaye Adams, East Texan Educators Research Council, Inc.

Predicting Grade Point Averages of Majors in Business, Engineering, and Science/Math Through the Use of Reading Comprehension Test Scores

Caroline Geer, LeTourneau College

Mode of Discourse Effects on Written Syntactic Complexity

Linda Stromberg, Dallas Independent School District
Ruth J. Kurth, North Texas State University

Reading in the Disciplines: A Strategies Approach for Disabled Readers

Nancy Dworkin, Ph.D., Center for Unique Learners, Rockville, MD
Yehoash Dworkin, Center for Unique leraners, Rockville, MD

Should Testwiseness Curriculum be a Part of Undergraduate Teacher Education?

Rona F. Flippo, Georgia Department of Education
Paul Borthwick, Delta State University

Reading In the Disciplines: Comprehending Propositions

Robert D. Heslep, University of Georgia