This article explores Lesson Study, a professional development tool for teacher candidates. Teacher candidates engaged in a lesson study cycle focused on dialogic reading, an evidence-based literacy practice for young children. Teacher candidates explored the power of dialogic reading on comprehension and language development, collaboratively…

Over the years, persistently low achievement levels have led scholars to question whether reading skill development is different for deaf readers. Research findings suggest that in order for deaf students to become proficient readers, they must master the same fundamental abilities that are well established for hearing learners, regardless of the…

In reading research, studies on good and poor reader characteristics abound. However, these findings remain largely scattered in applied linguistics and cognitive and educational psychology. This paper attempts to synthesize current theory and research on the topic in the past 20 years along 3 dimensions: language knowledge and processing ability,…

The last of eight related documents, this booklet is part of a series of papers presented at the 1978 National Right to Read Conference examining issues and problems in literacy. In examining the impact of the back to basics movement on literacy, the booklet cites evidence that the movement suffers from a lack of consensus on the meaning of…

Looks at research and practice in the area of idioms and offers suggestions for teaching them effectively. (FL)

Intended for those who want to know more about reading and how it is taught, but who will themselves probably not specialize in the teaching of reading, this book addresses such questions as (1) Why read? (2) What motivation does one have for reading? and (3) What does reading provide as a means of communication that cannot just as easily be…

A comparison of two models of the reading process--the psycholinguistic model, in which learning to read is seen as a top-down, holistic procedure, and the traditional theory model, in which learning to read is seen as a bottom-up, atomistic procedure--is provided in this paper. The first part of the paper provides brief overviews of the following…

As a result of a program of research about cognitive processes involved in learning to read and write among 3-, 4-, 5-, and 6-year old-children, this book attempts to get teacher-researchers to think through the implications of recent insights into literacy and literacy learning. The first section examines instructional assumptions; proposes a new…

The 34 summaries contained in this collection represent the theoretical positions and the empirical studies of a wide variety of investigators currently working in the field of language comprehension. The entries summarize contributions from the areas of assessment, artificial intelligence, cognition (including schema theory), instruction,…

A number of issues relating to metaphor are discussed in this report. Offering an account of what makes metaphors "metaphorical" (a way of understanding what metaphors are), the report also discusses some of the psychological processes associated with the comprehension of metaphor (how the understanding of metaphors might come about).…

This personal progress report, telling where the author is and where he thinks the field of reading is, is a response to both the "know-more movement" (based on an explosive seeking of greater knowledge of the reading process) and the "know-nothing movement" (a systems-oriented movement based on tightly structured arbitrarily…

"Writing to Read" is a computer based program designed to teach students with learning handicaps to "write to read." The philosophy of the program is that students will learn to read more effectively and efficiently if they are taught to write--to encode their normal language as the initial process in learning to read. Through…

Second language reading research based on a psycholinguistic approach was undertaken. A model of the language user derived from the literature on first language acquisition was used. The role of conceptualization on second language reading, including the effects of interference and other factors in the first language, is discussed, and…

This collection provides a number of perspectives on the central role that language plays in reading comprehension. Following an introduction by the editor, entitled "Attention and Individual Differences in Comprehension," the following papers are presented: (1) "The Line of Sight Approach," by Norman H. Mackworth; (2)…

Documents how a preschool child learns to read. Identifies what teachers need to know if they are to continue the reader's own discoveries and delight in language. (EL)