Suggests that the skill model reaches a dead end in the high school and that secondary programs can find a promising foundation in the psycholinguistic model of reading. (JM)

Describes a model that distinguishes seven types of meaning that can function in reading: discoursal, lexical, morphological, propositional, syntactic, rhetorical, and functional. (MKM)

Demonstrates through the writings of Gray, Shafer, Smith, and Goodman that although they use different terminology, there are greater similarities than differences in their points of view. (MKM)

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)

Presents guidelines to help literacy educators adopt the organic primer approach that has been found to be effective in helping adults learn to read. (HOD)

Describes how a teacher can model the inference process to help students learn to make inferences. (HOD)

Presents six diagrams that describe what happens when a text is read. (HOD)

Develops an understanding of the interactive nature of the reading process with a focus on vocabulary learning and formulates criteria, based on this understanding, to evaluate approaches to vocabulary development. (HOD)

Gives three activities--journal writing, microteaching partners, and the PLAE model (planning, listing, activating, and evaluating)--that can facilitate learner independence and transfer of efficient and effective study strategies in college developmental reading programs. (NKA)