Suggests that reading students be taught to write symbolic codes alongside the text to identify new terms, similarities in ideas, cause-effect relationships, important or difficult ideas, etc.; and to use mnemonics to record their responses to the text (e.g., whether they were bored, confused, surprised, or in agreement). (PAA)

Contends that, although early precursors to reading and the first phases of reading acquisition have been extensively studied, the acquisition of different components of the reading process have not been considered. Reviews research from the past 15 years to examine the relationship between decoding and comprehension skills. (CFR)