Recently, Tunmer and Chapman provided an alternative model of how decoding and listening comprehension affect reading comprehension that challenges the simple view of reading. They questioned the simple view's fundamental assumption that oral language comprehension and decoding make independent contributions to reading comprehension by arguing…

Mauritius is a multilingual island, where there is a linguistic and literacy paradox. While Mauritian Creole dominates as the spoken language of the population, English and French are the main print languages, as well as the main languages of literacy and education. In such a complex situation, preschool is an interesting terrain in which to…

Most of today's reading programs rest on faulty ideas about reading comprehension. The author argues that comprehension is not a general skill; it relies on having relevant vocabulary and knowledge. He explains the need for a fact-filled, knowledge-building curriculum. He suggests that states should adopt a common core curriculum that builds…

Jean Stockard's (2011) article in the "Journal of Research in Rural Education," "Increasing Reading Skills in Rural Areas: An Analysis of Three School Districts," offers a productive opportunity to discuss the standardization of language and literacy teaching and learning in rural schools. The purpose of this response is to…

The definition of literacy has become narrow, bounded, and associated predominantly with measurement of cognitive skills used to decode words. In this article, the author explores the absence in the literacy instruction of a clear, deliberate, and intentional focus upon "connectedness" between the reader and the text. The author maintains that…

Papers by Morrison, Siegel and Ryan, and Stanovich are critically reviewed with comments on both theoretical and empirical issues associated with alternative explanations of word decoding deficiencies in poor readers. Similarities and differences in theoretical perspectives are noted, but convergence in definition of problem areas and research…

Miscue analysis helps reveal whether readers are relying on graphic or visual decoding techniques and are ignoring contextual cues. Diagnosis can aid in the selection of reading improvement strategies. (SK)

Distinguishes between two meanings of literacy that have been conflated: the ability to read and write, and the broader concept of being educated. Presents three arguments: literacy is not social; literacy is not political; and the comprehension part of literacy is a relative matter, while the ability to decode is not. (RS)

Seymour Chatman's kernel/satellite theory is used to analyze the plot of John Galsworthy's short story, "The Japanese Quince." The theory considers the distinction between major events (kernels) and the minor supplementary ones (satellites) in a narrative as an easily proven psychological reality. (six references) (LB)

Walter Dean Myers, a writer, believes that a primary cause of lack of inspiration in readers is their difficulty decoding meaning because of language and societal differences. Myers especially wants and strives to reach the uninspired readers, particularly those living in the inner city, by writing, using their language and contexts.

Skilled reading requires attention to many aspects of print at the same time. Some children demonstrate difficulty in attending flexibly to multiple features of print, often focusing solely on decoding or word-level information. These children often lack the insight that reading is more than decoding; they have a difficult time thinking about…

The irregularity of English spelling rules, dialect differences, and an inability to identify sound segments within a single syllable are three important reasons teachers and students have difficulty teaching and learning reading using phonics. Within the same language, phonics rules may need to be adapted to fit the dialect of the student or of…

This interview with reading expert Jeanne Chall focuses on criticism by Bruno Bettelheim of basal readers and phonics for beginning readers. (GC)

Considers how the concept of "literacy," especially intensified by the current conservative political climate, has been falsely reified as a clearly distinct "thing" that can be taught and tested in simple and standardized ways. Identifies literacy competencies as "subrosa literacy" and describes detailed performances of these abilities (including…

Discusses how schema theory and discourse analysis together form an especially strong theoretical framework for the use of video in the second-language classroom. (Author/OD)