This volume is both a state-of-the-art display of current thinking on second language development as a complex system. It is also a tribute to Diane Larsen-Freeman for her decades of intellectual leadership in the academic disciplines of applied linguistics and second language acquisition. The chapters therein range from theoretical expositions to…

Examines the nature of comprehension from a linguist's, researcher's and teacher's perspectives. Suggests teaching inferential comprehension keeping the reader's experience in mind. (MKM)

Emphasizes the need for teachers to perceive the process of reading as a process of predictions so that teaching techniques emphasizing reading comprehension will be used. (MKM)

Advocates a psycholinguistic view of the reading process and a language experience approach to reading instruction. Offers suggestions to improve students' reading performance. (FL)

Discusses the important role of background knowledge in a psycholinguistic model of EFL/ESL reading and demonstrates the relevance of schema-theoretic views of reading to the teaching of reading to EFL/ESL students. Also discusses classroom implications of the schema-theoretic view and suggests techniques for bringing about reader-centered EFL/ESL…

Describes strategies for building comprehension and teaching techniques that encourage readers to use their knowledge of language and their experience to make sense of material they are reading. (MKM)

Reviews current foreign language teaching methodology as it concerns the organization of the lesson into phases, and presents an alternate phase-sequence entailing linguistic environment, application, remedial, monitor, and feedback phases. (AM)

A three-factor model for the management of early childhood stuttering is proposed that takes into account stuttering's psychosocial, psycholinguistic, and physiological aspects. The primary focus of the present article is the psycholinguistic factor. To this end, a rationale for the use of language-based therapy is presented, together with…

The relevance of psycholinguistics to reading is based on the premise that reading is the act of constructing meaning, first, foremost, and always. (MKM)

Suggested teaching techniques for secondary reading include clarifying the learning task, avoiding information overload, encouraging risk taking, and understanding the nature of feedback. (MKM)

Presents a method which draws upon students' imagination, creativity, and associative abilities and engages them in the language learning process. (Author/AM)

Lists suggestions for implementing a reading-for-meaning instructional approach that focuses on the development and comprehension of language. (FL)

Describes an experiment designed to determine which language errors interfere to the greatest degree with comprehension by native speakers of the language. For this purpose, an instructor prepared a list of most serious Spanish language errors which was submitted to native speakers for evaluation in terms of comprehension and acceptability. (MES)

Explains how, in a second-semester freshman composition course, Louise Rosenblatt's model for the process of reading literature was used with James Moffett's concept of the process of writing to create a linked series of reading-writing exercises based on Joyce's "Counterparts." (FL)