Explores the interpretive processes of 12 sixth-grade pupils, using the recorded interview technique. Concludes that readers use the processes of reproduction, inquiry, emotional reaction, rational judgment, appreciation, association, and illumination, and that the nature of the reading material influences the types of interpretive responses. (VJ)

Discusses Piaget's notion of intelligence, characteristics of formal operational thought, and the relationship between formal thought and reading ability. (HOD)

Hypotheses about the processes involved in word recognition are reviewed and assessed through four experiments. Overall results were compatible with criterion bias models. A version of this model attributes the advantage of words (over pseudowords and nonwords) to interfacilitation among single letter and lexical units in memory. (Author/RD)

McClelland and O'Regan's interpretation of data may not be appropriate. One could argue that subjects used different strategies in the expectation and no-expectation conditions. Second, an inappropriate baseline condition may have been used. Finally their results may not be generalizable to the use of parafoveal vision during reading. (Author/RD)

The Posner-Snyder two-process theory of expectancy explains results of studies on the effect of sentence context on ongoing word recognition. Three studies tested the applicability of the theory to the performance of fluent adult readers. Difficult words displayed larger context effects than did easy words. (Author/RD)

Illustrates and compares skills and process orientations for reading instruction. Tips for teachers of reading are provided. (RH)

Reading ability is a combination of four major skills (word identification, vocabulary, comprehension, study skills), internal influences (experiences, interests, language and cognitive abilities, health goals), and external influences (material complexity, reading environment). Teachers can enhance their students' reading capability by…

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)

Asserting that the mind of the creative reader operates precisely like the mind of the creative writer, the author examines theories of the psychology of poetic composition, in order to draw implications for the teaching of literature. (SJL)

Examines evidence supporting the view that speech recoding is necessary prior to lexical access, explores an alternative view (that speech recoding occurs in working memory), describes an experiment suggesting that meaning analyses during reading can occur without speech recoding in working memory, and discusses models of reading. (GT)

Describes an informal assessment procedure that uses think alouds (readers' verbal self-reports about their thinking processes) to obtain information about how they attempt to construct meaning from text. (MG)

Focuses on a subgroup of nonconcept-aware readers--children who have sufficient concept knowledge, but who rely excessively on the processing of the data on a printed page. Discusses the nature, contexts, and how to assess overreliance on data processing. (MS)

Examined whether age-related change in naming time reflects automatic access of familiar names because of greater familiarity with the named objects or global change in speed of processing. The path analyses and structural-equation modeling of 8- to 13-year olds were consistent with the second explanation. Time and age were linked to reading…

Studied 51 dyslexic children, 51 age-matched normal readers, and 27 younger normal readers to explore whether there are different subtypes of developmental dyslexia, and whether developmental dyslexia represents delay or deviance. Found evidence to support two subtypes: surface and phonological dyslexia. (DR)