Proposes that writers must form accurate representations of how their readers will interpret their texts to convey their ideas successfully. Two experiments demonstrated that writers who received feedback from their readers were better able to form representations in subsequent works than were writers who did not receive feedback. (18 References)…

Argues that interaction between reader and writer in academic texts can draw on both interactive and interactional resources: interactive resources help guide the reader through the text, while the interactional resources involve the reader collaboratively in the development of the text. (Author/VWL)

Compares English-text reading speeds and oral-reading quality ratings of American university students to three groups of adult Asian English-as-a-Foreign-Language (EFL) college students in America. Finds that, at least concerning Chinese or Korean, differences in EFL word reading were associated less with type of first-language orthography than…

Uses case alteration (cAse ALteRaTiOn) to investigate effects of first-language (L1) orthographic characteristics on word recognition in English as a second language (ESL). Finds magnitude of case alteration effect for naming tasks was significantly larger for ESL participants whose L1 was not alphabetic. Suggests that L1 orthographic features…

Arguing that dialect interference in writing does not exist, this paper contends that pedagogies for teaching writing skills to native speakers of English that assume such interference are wrong. It examines arguments and evidence that support the notion of dialect interference in writing, offers counter evidence, and explores an alternative…

Eighty-nine experienced teachers of reading, language arts, and special education were found to understand too little about language structure to be able to provide sufficient instruction. The teachers subsequently took a course focusing on phonemic awareness, spoken-written language relationships, and spelling and reading behavior, and judged…

Originally presented at a symposium on cognition and written language, the 14 papers in this collection discuss research findings regarding reading and writing processes, ways that the development of effective reading and writing can be abetted by instruction, and research needs in the area of cognition and written language. The papers focus on…