Critiques Fleming's proposed alternative to Rubenstein's evidence for phonemic encoding. This reanalysis strengthens the evidence for phonemic encoding and suggests that Fleming's "alternative" should be considered as another source of variance affecting recognition, not as a mutually exclusive alternative to phonemic encoding. (HOD)

Suggests that the paradigm wars in literacy research have yet to find questions that can be answered. Formulates a series of questions that might be answered. Notes that researchers have searched for univariate explanations in a multivariate domain, ignored important and relevant work of others, fostered division rather than cooperation, and have…

Maintains that progress in understanding reading is impeded when researchers working from different perspectives adopt the assumption of paradigm incompatibility. Argues that this assumption is false, and that progress toward a comprehensive understanding of the reading process would be hastened if investigators from all perspectives agreed to a…

Reviews the problems posed by atheoretical approaches to research and the benefits of employing theory in conducting research in active response modes. (HOD)

Examines the extent and direction of curriculum bias in standardized reading achievement tests by comparing the relative overlap in the contents of five separate reading achievement tests with the content of seven commercial reading series. (HOD)

Argues that a broad dimension of useful experiments would be suggested if the field supplemented its current research strategy with a second strategy focused more explicitly on the extension of generality. (HOD)

Challenges the widely endorsed practice of activating relevant knowledge prior to reading. Outlines a perspectival (perspective-relative) view of reading and suggests that this view provides a means to make coherent sense of interpretations. Concludes that having specific knowledge is not the main desideratum in interpreting texts--the main…

Elaborates on issues surrounding the whole language debate, particularly the issue of qualitative research. Discusses differences in what the opposing parties mean by "research." Submits that, although it is reasonable to hold teachers accountable for learning, there are valid criticisms of traditional standardized testing. Speculates…

Critiques current understandings of children's motivation for literacy learning, and argues for a reconceptualization of motivation that centers on the learner as agent in the social construction of meaning. Uses vignettes and examples from studies conducted in whole-language classrooms to investigate children's perspectives of their own literacy…