We are at a transformative moment in education with the almost universal adoption (forty-five states, the District of Columbia, and four territories) of the Common Core State Standards (CCSS). As we move from adoption to implementation of these standards across the country, the climate for educational reform has led to expectations of change that…

Explores what it means to think visually and spatially in hypertexts and how users react and maneuver in real and virtual three-dimensional spaces. Offers four principles of visual thinking that can be applied when developing hypertexts. Applies these principles to actual hypertexts, demonstrating how selectivity, fixation, depth discernment, and…

Suggests that stories about the classroom experiences of expert teachers can provide novice or struggling teachers with knowledge useful to their own situations. Presents a cyclical model of learning from expert stories--the textual assimilation interchange--in which the text of the story brings the reader (learner) into the expert's world and…

Three holistic approaches to reading comprehension instruction for learning-disabled children are described: text-based instruction, explicit comprehension instruction, and a combined model. Following discussion of each model's strengths, weaknesses, and teaching techniques, the combined model is recommended. (Author/JDD)

This article presents conceptual models of relationships between print size and reading speed and preferred viewing distances. These models illustrate how various factors can influence reading behaviors and influence decisions about the optimal angular size of print and resolution reserve. (Contains references.) (Author/CR)

Any model of reading must take into account the role of the language system in reading. Readers' subjectivities and the reading position taken up in a text can be explicated by demonstrating how texts function in context and how readers function in social situations to construct possible meanings. Components of this model include text and context…

Designed to explore what is being done to help learning disabled (LD) readers develop comprehension skills, this paper reviews research in teaching reading comprehension to LD students and develops generalizations from the research to guide reading comprehension instruction for such students. The 10 generalizations presented and discussed in the…

This empirically-based model depicts the interactive, constructivist process of reading and three classes of variables that influence reading. Teacher variables include presentation, instructional intervention, instructional climate, and behavior management. Text variables include text language, relevance, organization, story structures, and…

Describes four models of the psychological process of reading, and relates them to computer technology. The physiological process of reading printed text from a display screen is discussed, including spacing, the configuration of letters, vision problems, and lighting and glare. The quality of computer printouts is also discussed. (41 references)…

Notes that varying the conceptual models of the relationship between reading and writing processes, as parallel, interactive, or transactional, has influenced instructional practices. (JC)

In order to investigate the text structure/reading comprehension relationship, this paper reviews recent research on text representation theories. Text structure investigation--research on semantic memory as it is concerned with meaning from the word level through the inference level--follows the premise that sentences are understood in the…

For years this landmark book has helped educators, graduate students, and researchers shape their curriculum and stay informed about the latest developments in literacy research and instruction. This fifth edition continues the book's tradition of exemplary scholarship and remains a resource for the most innovative thinking in the field. Although…