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 the advantages of using semantic anticipation as a reading strategy, concluding that semantic anticipation is communicative and thus justifiable to students, is emotionally and maturationally suited to high school, college, and adult students, and does not distort the problem of reading. (JM)

Examines four recent criticisms of the ideas of Kenneth Goodman on reading and on the use of oral reading for diagnostic purposes. (TJ)

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)

Contends that Jean Piaget's theories may be helpful in three areas of reading instruction: (1) when reading instruction should begin and how it should proceed, (2) the effect of the mature reader's cognitive development on comprehension, and (3) how the theories can help to refine reading theory. (FL)

Discusses a study which sought to determine the degree to which the reading activities in one school district's elementary schools are matched to certain psycholinguistic concepts. Concludes that, until teachers become more aware of how language works and what the reading processes are, reading instruction will continue to overemphasize the visual…

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

Argues that reading teachers need to be aware of the art of hypothesizing ("guessing") and foster its development in their students. Offers guidelines to facilitate guessing. (FL)

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)

Introduces the use of word sorts as a way of helping children categorize words in helpful ways. (TJ)

Concludes that college professors who teach preservice reading courses do not agree on what reading terms should be taught, their definitions, or the generalizations to be used in phonic analysis. (RB)