The purpose of this study was to compare the variety, complexity, and frequency of reading behaviors of three groups of first grade students--students who discontinued from Reading Recovery (D-RR), students who did not discontinue from Reading Recovery (ND-RR), and students who never needed Reading Recovery (A-NRR). Students were asked to read…

Reprint of an article from the April 1933 issue of "The Elementary English Review." (DD)

Describes the steps in the natural process through which children use their syntactic, semantic, and phonological systems in learning to read. (DD)

Argues that a model of metaphorical thinking developed by 18th-century Italian rhetorician Giambattista Vico demonstrates how meaning is constructed in the reading process. Presents key Vichian concepts, followed by an explanation of how metaphors are created to construct new meaning. Compares the process to an interactive model of reading. (RS)

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

Presents the use and development of analogical processes in learning to read in Spanish. Finds that 6-year-old children show logical effects in reading pseudowords, and the magnitude of this effect is the same with 10-year-olds. Cautions that 10-year-olds make more lexicalizations when reading pseudowords and that 9-year-olds can make more…

This paper reviews the The Durrell Analysis of Reading Difficulty test. A brief overview of the test discusses the physical format and the procedures for administering it. Norms, reliability, and validity are discussed for the subtests: Oral Reading, Silent Reading, Word Recognition and Word Analysis, Visual Memory of Word Forms, Spelling, and…

Research on the use of linguistic context (prediction of a word by using the text) in reading showed that children were better at using the preceding context and good readers used the suceeding context better. The study could not determine whether good readers used better strategies or were more skillful at using strategies. (Author/MJL)

In this discussion, twelve basic situations are selected to illustate the relation between strategy and tactics as well as the linguistic, psychological, and sociological foundations of reading instruction. (TO)

Encounters with written language through reading can be exciting if they serve a function within the child's own framework of interest. (DD)

Discusses practice reading and the pause, prompt, and praise remedial reading procedures used with low-progress readers of primary school age. Results are discussed in terms of the interactive social contexts provided by the two procedures and of the opportunities for reciprocal gains in skill between reader and tutors. (Author/BSR)

Argues that reading is a creative act of the individual imagination. Notes that, instead of recognizing that reading requires children to make something new, to take a leap, writers of children's literature are often tempted to make reading easy. (RS)

Explores issues arising from the long-standing theoretical and empirical attention to reading as a specifiable set of psychological processes, and the consequences of this attention for parents' and educators' deliberations and practices. Concludes that theories of reading need to deal fundamentally with the practices that learners, teachers and…

This examination of the processes in reading comprehension is divided into seven categories. "Theoretical Foundations" reviews some of the research conducted by Bruner, Piaget, and Bloom in the areas of cognition or comprehension processes of young children. "Development of a Spiraling Reading Curriculum" examines a spiraling taxonomy of reading…

The basic purpose of this study was to determine the relation between word recognition and comprehension achieved when materials were read at various levels of readability. Also investigated were the lowest level of word recognition necessary to achieve a certain level of comprehension and the types of word recognition and comprehension errors…