Examines Frank Smith's analysis of the reading process with respect to comprehension, specifically, his assertion that during the reading process, comprehension of meaning precedes word identification. Discusses the implications of Smith's analysis for the teaching of reading. (JM)

Contends that Jean Piaget's theories may be helpful in three areas of reading instruction: (1) when reading instruction should begin and how it should proceed, (2) the effect of the mature reader's cognitive development on comprehension, and (3) how the theories can help to refine reading theory. (FL)

Argues that reading teachers need to be aware of the art of hypothesizing ("guessing") and foster its development in their students. Offers guidelines to facilitate guessing. (FL)

Concludes that further research into the imagery-comprehension relationship in reading is necessary. (RB)

Examines the individual differences on reading tasks observed in the reading behavior of children and adults. (Author/RB)

Provides a literature review of research done in recent years to identify comprehension processes within the reader. (TJ)

Finds support for the concurrent validity of miscue analysis as a measure of the silent reading processes of elementary school students with respect to the dimensions of syntactic and semantic strength. (FL)