This volume is both a state-of-the-art display of current thinking on second language development as a complex system. It is also a tribute to Diane Larsen-Freeman for her decades of intellectual leadership in the academic disciplines of applied linguistics and second language acquisition. The chapters therein range from theoretical expositions to…

Examines the nature of comprehension from a linguist's, researcher's and teacher's perspectives. Suggests teaching inferential comprehension keeping the reader's experience in mind. (MKM)

Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

Emphasizes the need for teachers to perceive the process of reading as a process of predictions so that teaching techniques emphasizing reading comprehension will be used. (MKM)

Advocates a psycholinguistic view of the reading process and a language experience approach to reading instruction. Offers suggestions to improve students' reading performance. (FL)

When using an informal reading inventory, the teacher needs to keep in mind that the quality of a reader's miscues is more important than the quantity, and that apparent problems in word recognition may often be the difference between of a good use of context or a failure to make good use of context. (HOD)

Discusses the important role of background knowledge in a psycholinguistic model of EFL/ESL reading and demonstrates the relevance of schema-theoretic views of reading to the teaching of reading to EFL/ESL students. Also discusses classroom implications of the schema-theoretic view and suggests techniques for bringing about reader-centered EFL/ESL…

Psycholinguistic insights relevant to diagnoses of reading difficulties are considered, and the importance of evaluating oral reading performance on significant word recognition errors rather than on total errors is emphasized. (CL)

Describes the types of mathematical games or puzzles that can be used in foreign language courses and dicusses the purposes they serve. Emphasizes their effectiveness as motivational learning stimuli and points out that they can be used either as instructional or reinforcement devices which force the student to "think" in the foreign language.…

Describes strategies for building comprehension and teaching techniques that encourage readers to use their knowledge of language and their experience to make sense of material they are reading. (MKM)

Reviews current foreign language teaching methodology as it concerns the organization of the lesson into phases, and presents an alternate phase-sequence entailing linguistic environment, application, remedial, monitor, and feedback phases. (AM)

A three-factor model for the management of early childhood stuttering is proposed that takes into account stuttering's psychosocial, psycholinguistic, and physiological aspects. The primary focus of the present article is the psycholinguistic factor. To this end, a rationale for the use of language-based therapy is presented, together with…

The relevance of psycholinguistics to reading is based on the premise that reading is the act of constructing meaning, first, foremost, and always. (MKM)

Suggested teaching techniques for secondary reading include clarifying the learning task, avoiding information overload, encouraging risk taking, and understanding the nature of feedback. (MKM)

Presents results of a German study distinguishing between effects of knowledge on writing and re-effects of writing on knowledge. Reports that knowledge primarily affects the content domain of text, especially topic relatedness and logical structure of text, but not the linguistic domain. Concludes that both oral and written verbalization enables…