Researchers have used various theories to explain deaf individuals' reading skills, including the dual route reading theory, the orthographic depth theory, and the early language access theory. This study tested 4 groups of children--hearing with dyslexia, hearing without dyslexia, deaf early signers, and deaf late signers (N = 857)--from 4…

This study reviews an overall theoretical framework of two major phenomena: reading and existential-phenomenology. Nine different predominant theories in reading education, their attributes, effective reading techniques and educational studies of learners' experiences towards effective reading will be examined with some basic issues to grasp the…

The most prominent theories of reading consider reading comprehension ability to be a direct consequence of lower-level reading skills. Recently however, research has shown that some children with poor comprehension ability perform normally on tests of lower-level skills (e.g., decoding). One promising line of behavioral research has found…

The author supports the theory that for some disabled readers the nature of the form-schema (syntatic expectations) they make use of in processing text does not result in stable comprehension because their recognition strategies are linked to their past experience in constructing meaning from speech. Implications for instruction are discussed.…

This article presents theoretical reflections and empirical data on metacognitive aspects of memory and reading problems in children with reading comprehension disabilities. A distinction is made between metacognitive awareness and metacognitive control processes. Experimental results suggest that poor comprehenders present less adequate…

Suggests that the application of the economists' paradigm, which is that an economic entity will behave in a positive way if he or she perceives the benefits of that behavior as outweighing the costs, can be applied to the problem of reading difficulties. (DF)

Reports on a study that used the cloze procedure to investigate the hypothesized processing differences of seventh- grade "difference" readers (those with high vocabulary scores and depressed reading comprehension scores) and "deficit" readers (those with both low vocabulary and comprehension scores). Results failed to support "difference/deficit"…

Two views of the sources of poor reading comprehension are currently distinguishable in the research literature: a decoding sufficiency view and a comprehension skills view. The decoding sufficiency view argues that decoding is the only skill that must be acquired for general language comprehension. The broader, comprehension skills hypothesis…

Those to whom teachers are accountable--administrators, parents, and the public--seem to be inclined to ignore the findings of more than 20 years of research into the process of efficient and proficient reading in favor of dehumanized instruction that reduces reading to bits and pieces of skills instruction. They cling to the metaphor of mind as…

The movement away from a stimulus-response to a constructive view of memory and reading comprehension has had an impact on both reading research and teaching. Viewing memory as not simply the recollection of sensory data, but as the complex interaction of the sensory experience with its immediate context and the perceiver's previous knowledge,…

Research on children's oral reading errors provides evidence that both top down and bottom up processes interactively contribute to reading. Syntactic and semantic expectations are sources of information for top down processing, while knowledge of letter-sound relations provides information for bottom up processing. As children learn to read,…

Evidence regarding the centrality of word recognition to the reading process is considered, based on a review of research on beginning reading from 15 secondary sources. The research includes diverse learners who are low performers, learning or reading disabled, remedial readers, high achievers, culturally disadvantaged, language delayed, and…