It is the transformation and fusion of the reader and text into something greater than each alone that makes reading a mysterious, visionary process. (HOD)

Discusses the hyperbole surrounding statements and testimonials about the effectiveness of phonics instruction. Suggests that reading is more than sounding out words one at a time and that most children figure it out for themselves with little or no help. Suggests that reading is also more than a psycholinguistic guessing game. (RS)

Provides (in a humorous manner) quotations on the teaching of reading and on the process of reading from famous persons and literary works, with emphasis on lines taken from Shakespearean plays. (MKM)

Discusses Keith Stanovich's essay "Romance and Reality" published in the December 1993/January 1994 issue of "Reading Teacher." Reviews Stanovich's arguments about reading research relating to phonics, reading processes, phonological awareness, and reading difficulties. (RS)

Suggests that reading theorists who neglect to treat context frequently produce distorted views of how reading occurs. (MKM)

Inaugurates this column's topic for the year: document strategy procedures and ways to teach them. Argues that knowledge of document structures allows for better knowledge of the cognitive steps and metacognitive strategies in document processing. (SR)

Reviews document strategies called "locate tasks." Discusses "cycle tasks," tasks requiring two or more locate tasks, repeating the known/need-to-know steps, thus cycling to earlier steps in the known/need-to-know procedure. (SR)

Argues that the terms "active" and "passive" are commonly used (in conjunction with student behavior during reading) in a way that is misleading and unhelpful. (SR)

Discusses using the procedures of identification, problem formulation, and computation to solve two different types of math document problems: those involving locate procedures and those involving cycling procedures. (SR)

Gives further consideration to the nature of text patterns and the development of reader awareness of these patterns, examines ways of teaching pattern awareness and processing, and pinpoints some issues and problems associated with reading text patterns. (HOD)

Describes three "generate" strategies for seeking information in text when expected clues are missing. (SR)

Looks at affective aspects in different stages of the reading process to find causes and solutions to the problem of students who do not read content area materials effectively. Offers teaching strategies combining affective and cognitive elements of instruction to motivate students to read content area textbooks with awareness. (SR)

Reviews the six points for change in the way reading comprehension is taught, recommended by P. David Pearson. (HOD)

Outlines four elements of reading theory every volunteer tutor in an adult program should know, including the importance of material selection and of understanding the processes good readers use to gain meaning. (HOD)

Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)