Argues that both redundancy and propositional analysis (a strategy for analyzing meaning in a text) help to reveal the nature of the reader-text interaction and are two of the important missing elements in readability. (FL)

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…

Outlines seven basic concepts regarding teachers' understanding of the comprehension process and proposes several instructional strategies based on the concepts, each of which actively involves children in reading. (FL)

Explores the central assumption of the cloze procedure, which is that context can be used inferentially to predict deleted words. (MKM)

Uses the works of J. Piaget and N. Chomsky to develop a holistic theory of reading. (FL)

Proposes a teaching viewpoint on comprehension which removes some of the abstraction; the final product is a teaching sequence for comprehension skills that is parallel in form to the teaching sequences commonly used for word recognition. (JM)

Reviews work in the connection between imagery and reading that has taken place recently in order to discover productive classroom practices aid reading comprehension. (FL)

Reports on findings that suggest that both the teaching and learning of reading are theoretically based and that it is more productive to look at reading instruction in terms of theoretical orientation than in terms of reading approaches. (GW)

Notes that readers do not depend solely on the visual aspects of reading, but also make use of nonvisual understanding in decoding print. Among the nonvisual components of reading discussed are desiring knowledge, understanding the nature and purpose of reading, reading for meaning, and predicting an author's message. (MKM)

Extends a previous study examining the relationship between reading comprehension and thinking skills by using an "on-line" reporting procedure in which undergraduate subjects reported on their reading during the process of reading. Reports that the extent of a reader's background knowledge affects the order of processing as well as the kinds of…

Argues that "kid watching," the model of the successful reader, story schema, predictable materials, language experience, and supportive writing are all indicators of the return to common sense in reading education. (FL)