Explains the concept of comprehension from a psycholinguistic perspective, suggesting that comprehension is directly related to the surface and deep structures of language. (RB)

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

Examines the meaning of "Jack and Jill" according to different semantic theories. (MKM)

Presents four groups of economical and compatible comprehension strategies that teachers can use to help disabled readers become independent, strategic readers. Explains each of the four strategy families, offers recommendations on how to teach them, and provides research support for their effectiveness. (RS)

Reviews research, much of it conducted by the Center for the Study of Reading, on the role of schemata in the process of reading comprehension. (MKM)

Explores factors that influence readability and a reader's ability to process information. (TO)

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

Research methodology on reading improvement should focus on the processing of stimuli and experience of content rather than on simple models of reading using eye movement, silent speech, perceptual span, reading ability and visual ability as explanatory concepts. (MKM)

Questions three assumptions about the diagnosis and correction of reading problems. (MKM)

After analyzing 40 speed reading texts, a study concluded that in order for these books to accurately reflect the empirical reading research they should recognize the upper limits of genuine reading (300 to 600 wpm) and limit the recommended area of eye fixation to three or fewer words. (SRT)

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)

High school students who read a short passage with a meaningful context recalled more of the passage than those who read it without a context. A think-aloud procedure revealed differences in processing during reading between the two groups. (MKM)

Describes "rauding" (a combination of "reading" and "auding") as representative one of five basic reading processes that involves the comprehension of complete thoughts in sentences of textual material (the central process for understanding written or spoken language), requiring a certain minimal amount of time, and…

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