Digital reading is ubiquitous, yet understanding digital reading processes and links to comprehension remains underdeveloped. Guided by new literacies and active reading theories, this study explored the reading behaviors and comprehension of thirteen fifth graders who read static digital texts. We coded for the quantity and quality of digital…

Conditions under which children learn to read with comprehension are explored; it is argued that the environment of the school must be graded in accordance with the thinking level of children and individualized so that children have different paths available to achieve common understandings and skills. (Author/DS)

The articles contained in this volume were selected to support and strengthen the concept of individualized instruction through diagnostic teaching. The book is divided into six major parts, each of which is preceded by a brief overview that emphasizes the main tenets advanced by the authors of the individual articles. The six major divisions of…

The practice of teaching reading should be based on the nature and dignity of human beings. The major problem in the study of reading is that the reading model on which pedagogy is based is inconsistent with this view of persons. The view that reading is a skills-determined, linear process in which readers decode, process, and retrieve information…

The continuing theme of these conferences is: "Reading, the Process of Creating Meaning for Sensed Stimuli." The special theme of this 1983 anniversary conference is: "Reading Reading: 50th Anniversary Perspectives." The proceedings in this yearbook reflect the retrospective and prospective emphasis of the special theme.…