Describes and discusses two types of oral reading responses that can be identified by a speaker of English, pseudo reading and meaningful oral reading. Also speculates on an explanation of how these responses might be generated. (TO)

Argues for the acceptance of subvocalization while reading. (FL)

Examines problems involved in defining reading comprehension. Suggests reexamining comprehension testing, rethinking the missions of reading instruction, and helping students find, formulate, and solve problems for which using written language provides a solution. (TJ)

Examines four recent criticisms of the ideas of Kenneth Goodman on reading and on the use of oral reading for diagnostic purposes. (TJ)

Purposes a reconsideration of the traditional notions regarding reading rate and flexibility (i.e., that the good reader is a flexible reader who adjusts reading rate to the difficulty of the material or the purpose for reading) and suggests that perhaps there is no relationship between reading rate and flexibility. (JM)

Suggests that placing reading in a communication model reduces four traditional dichotomies in reading that have discouraged an integrated, holistic perception of the act of reading. The model weakens customary distinctions between style and substance, reading specialist and content instructor, reader and writer, and student and instructor. (JM)

Points out four types of common reading behavior not fully accounted for by two eminent psycholinguists and suggests philosophical, scientific, and practical considerations that could lead to the development of new insights about reading acquisition. (TJ)

Indicates some of the strengths and weaknesses of the cloze procedure as a way to help children learn to read, to determine comprehension, and to gain additional insights into how readers process language as they read. Suggests that the beginning reader is poorly judged by use of cloze. (TJ)

Demonstrates that children in grades one through eight have greatly disparate views of the reading process. (Author/RB)

Describes the results of a preliminary investigation of skapa, a simple, three-step procedure for analyzing cognitive aspects of skimming and speed reading. (Author)

Notes that multiple indicators are necessary to provide an index of reading comprehension and points to two broad categories of indicators: product and process indicators. Examines questions as product indicators and discusses research related to measures of internal comprehension processes. (GT)

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