Examines problems involved in defining reading comprehension. Suggests reexamining comprehension testing, rethinking the missions of reading instruction, and helping students find, formulate, and solve problems for which using written language provides a solution. (TJ)

Discusses children's language development in relation to reading and presents seven stages of conceptual reorganization among children that allow for progressively greater power of word discrimination. (JM)

Suggests that placing reading in a communication model reduces four traditional dichotomies in reading that have discouraged an integrated, holistic perception of the act of reading. The model weakens customary distinctions between style and substance, reading specialist and content instructor, reader and writer, and student and instructor. (JM)

Examines Frank Smith's analysis of the reading process with respect to comprehension, specifically, his assertion that during the reading process, comprehension of meaning precedes word identification. Discusses the implications of Smith's analysis for the teaching of reading. (JM)

Describes and discusses two types of oral reading responses that can be identified by a speaker of English, pseudo reading and meaningful oral reading. Also speculates on an explanation of how these responses might be generated. (TO)

Argues for the acceptance of subvocalization while reading. (FL)

Points out four types of common reading behavior not fully accounted for by two eminent psycholinguists and suggests philosophical, scientific, and practical considerations that could lead to the development of new insights about reading acquisition. (TJ)

Indicates some of the strengths and weaknesses of the cloze procedure as a way to help children learn to read, to determine comprehension, and to gain additional insights into how readers process language as they read. Suggests that the beginning reader is poorly judged by use of cloze. (TJ)

Describes the results of a preliminary investigation of skapa, a simple, three-step procedure for analyzing cognitive aspects of skimming and speed reading. (Author)

Notes that multiple indicators are necessary to provide an index of reading comprehension and points to two broad categories of indicators: product and process indicators. Examines questions as product indicators and discusses research related to measures of internal comprehension processes. (GT)

Concludes that further research into the imagery-comprehension relationship in reading is necessary. (RB)

Purposes a reconsideration of the traditional notions regarding reading rate and flexibility (i.e., that the good reader is a flexible reader who adjusts reading rate to the difficulty of the material or the purpose for reading) and suggests that perhaps there is no relationship between reading rate and flexibility. (JM)

Provides the results of a case study that shows how instructionally-controlled reading strategies are refined and expanded into mature strategies; recommends techniques for helping students develop mature reading strategies. (TJ)

Concludes that not only does context facilitate the ascertainment of word meaning, but that it does so for poor readers and good ones alike. (FL)

Provides a literature review of research done in recent years to identify comprehension processes within the reader. (TJ)