Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Presents information regarding frequently occurring reading tasks both at work and in leisure settings. Concludes that (1) competencies exist that can be measured independently, (2) these competencies are distinguishable in terms of goals and procedures of reader, and (3) activity as measured by time spent with material for a specific task is…

Suggests that there are no sharp distinctions among children's linguistic comprehension, production, and knowledge. Instead, all performance and understanding are embedded in a fluctuating, interrelated thought system. (PD)

Compares the performance of good and poor readers on information processing tasks. (FL)

Prior research has shown that test takers use a variety of strategies when taking passage-based reading comprehension tests. The specific effects that these alternative strategies have on actual examinee test performance are largely unknown. Evidence suggesting that performance differences exist across testing conditions would imply that the…

Research supported in part by U.S. Public Health Service, National Institute of Mental Health. (DD)

Suggests that the Right to Read'' movement should be secondary to a right to think'' movement because language is a symbolic expression of knowing or thinking, and as such it takes second place to the development of thinking. (Author/RB)

Although it occurs only infrequently in split brain patients, right hemisphere linguistic competence ranges from simple comprehensive skills to a system that can both recognize written and spoken language and produce speech. Such patients are also valuable for the study of global mechanisms, such as those underlying the sense of conscious unity.…

Presents an analysis of prose narratives that allows content to be identified as central and provides a priori rationale for why the content is central. Investigates which content is supportive of, or distracting to, the central content. (FL)

Discusses previous articles in this journal and calls for a new theory of story grammar. (FL)

Explains how a teacher taught his class the value of skimming in developing reading comprehension. (FL)

Suggests that teaching schema that gives learners not details but a process for interpreting stories will produce results with carryover. (FL)

Forty children listened to stories and then answered questions about temporally neutral and temporally tagged information. Observed interactions among age, additional processing, and kind of information demonstrated the importance of the distinction between these types of information for developmental studies of memory of prose. (Author/DB)