This article highlights the interpictorality in two YA books by the Swedish writer and illustrator Anna Höglund, "Om detta talar man endast med kaniner" [This Is Something You Only Talk About with Rabbits] (2013) and "Att vara jag" [To Be Me] (2015). The analysis of the visual intertextuality between pieces of artwork by Peter…

Recently, the term "science of reading" has been used in public debate to promote policies and instructional practices based on research on the basic cognitive mechanisms of reading, the neural processes involved in reading, computational models of learning to read, and the like. According to those views, such data provide convincing…

It has been more than 50 years since Clay (1966) first introduced the concepts about print (CAP). Emergent readers, aged 4-5, must acquire an understanding of basic and hierarchical concepts of letters, words, and sentences; they must also learn basic knowledge about texts and books; they must develop an awareness of book orientation,…

A hallmark of skilled reading is recognizing written words automatically from memory by sight. How beginning readers attain this skill is explained. They must acquire foundational knowledge, including phonemic segmentation, grapheme-phoneme knowledge, decoding, and spelling skills. When these skills are applied, spellings of words become bonded to…

Because reading is not a natural process like language, young learners must be taught to read. Knowledge about how the reading brain develops has critical implications for understanding which teaching methods to use and helps reconceptualize previous debates. In this excerpt from "Reader Come Home: The Reading Brain in a Digital World",…

Reading programs for low-income populations often give disappointing results. Failures may be partly due to a neglect of practice in decoding letters. Visual stimuli are best learned symbol by symbol, with pattern analogies and much practice to unite smaller components and speed up identification. The prerequisite for comprehending volumes of text…

Existing reading assessments have increasingly been criticized by researchers, educators, and policy makers, especially regarding their coverage, utility, and authenticity (e.g., Magliano, Millis, Ozuru, & McNamara, 2007; Pellegrino, Chudowsky, & Glaser, 2001; Rupp, Ferne, & Choi, 2006). Specifically, there is concern that current…

This author, an academic achievement teacher for second and third grade reading and math at Theodore Roosevelt Elementary School in Park Ridge, Illinois, contends that since fluency is such a measurable skill, over-emphasizing decoding and de-emphasizing comprehension results in short-changing students. In this article, she shares several reading…

There is a paucity of Vygotskian influenced inner speech research in relation to the reading process. Those few studies which have examined Vygotskian inner speech from a reading perspective tend to support the notion that inner speech is an important covert function that is crucial to the reading process and to reading acquisition in general.…

Attempts have been made to develop a model of the process of reading comprehension as a whole that would indicate under what conditions and for what reasons a long sentence might be more effective than several short ones, when repetition is helpful and when distracting, when content is better left implicit in a text, and how overexplicitness might…

This paper outlines theories and research findings on reading psychology in the last decade and relates theoretical and empirical findings to current practices of instruction. The role of reading in literate society is examined in relation to such technological advances as the use of microcomputers. (JAZ)

Commonalities and differences in the processing mechanism of analytic reading in English and Chinese orthography are compared. Although the phonological processing route is more prominent in English and the morphological route in Chinese, certain processing routes may be implicated in reading disorders. (Author/DB)

Raises problem of affective acceptance by teachers and student teachers of psycholinguistic formulations appearing to run counter to intuitive notions of the reading process. Presents three psycholinguistic formulations operationalized via several modified reading experiences. Demonstrates use by the reader of multiple information sources and…

Because of the universal, phonological nature of writing systems, functional proficiency in decoding is essential if a child is to become literate. This is the heart of the problem for many dyslexics and many other disabled readers. The whole-language approach that eschews decoding is inappropriate in light of this fact. (MSE)

A major focus in reading difficulty is lack of automaticity in decoding, which overloads the attentional system, leads to the use of small, meaningless visual processing units such as the individual letter, places heavy demands on short-term memory, and interferes with comprehension. Techniques for diagnosis and remediation are noted. (Author/JW)