The purpose of this article is to describe how teachers can foster strategic reading processes in their early literacy classrooms, and how to incorporate a Strategy Perception Interview to assist in documenting students' use and perceptions of these strategies. Descriptions of classroom instruction incorporating literacy strategies and…

This paper discusses the shift from a clinic model to a community model for the practicum experience for literacy education graduate students. The traditional program for the remediation of struggling readers followed a deficit model. Therefore, the reading specialist would pull out the child from regular classroom instruction to isolate a reading…

This study examined the effects of assisted-repeated reading on four first-grade students whose reading ability varied (a special education student, a non-classified poor reader, an English Language Learner (ELL) student, and a general education student) to determine if an assisted-repeated reading intervention is differentially effective for…

Offers a tentative definition of reading comprehension, based on contemporary work in psycholinguistics and cognitive psychology; invites response and criticism. (MKM)

Presents a reading model with seven aspects: word perception, literal comprehension, interpretive comprehension, reactive comprehension, application comprehension, study skills, and rates. (FL)

Reviews research establishing the pervasiveness of the teacher variable, and discusses a new hypothesis for reading teacher research--that both the teaching and the learning of reading are theoretically based. (JM)

Shows how older, largely context-free models of reading and its instruction became changed into a multidimensional, context-dependent orientation toward written language and the reading process and concludes with suggestions for using a variety of contextual strategies to increase reading comprehension. (HOD)

The DeFord Theoretical Orientation to the Reading Process was administered to 148 ABE and GED instructors to determine how they viewed the reading process. (HOD)