Knowing how to provide effective literacy instruction is important for all educators, but it is critically important for urban educators. This article is built on the assumption that deepening urban educators' understanding of the reading process will better equip them to facilitate students' reading development, and to diagnose and intervene if…

Encourages placing primary emphasis on reading as a process of deriving meaning in remedial reading programs and discusses the changes necessary to accomplish this approach. (TO)

Presents a problem-solving framework for diagnosis and correction of reading difficulties. Describes this process, examines the parallels between problem solving and diagnosis and correction of reading problems, and applies the process to a case. (SR)

This paper discusses six instructional techniques for strengthening strategies of comprehending written language: the language experience approach to develop awareness of the sensible nature of language; story-division to strengthen semantic prediction; reader-illustrations to develop thought units; paragraph-analysis to reduce uncertainty;…

Develops the viewpoint that the obstacles confronting the disabled reader have parallels in many of the problems the young child faces in learning to read. Discusses reading as passive behavior, teaching strategies, programs designed around the learner's deficits, and limited listening activities to extend syntactic and semantic competence. (FL)

Demonstrates the transactive nature of the cloze procedure; emphasizes reading as a thinking task and setting purposes as the key to efficient reading. Describes exercises to stimulate readers and to develop in them a conscious awareness about processing strategies. (AEA)

Describes the process of diagnostic teaching (which integrates assessment and instruction) in terms of three related tasks: planning, executing, and evaluating. Discusses the advantages of diagnostic teaching. (MG)

This monograph offers a progress report on reading in America. The monograph considers the idea that contemporary research indicates that competent readers are constructive and discusses reading habits of adults and children, data on 17-year-olds from the National Assessment of Educational Progress, reading instruction, reader response theory, and…

Concludes that there is no adequate support for recommending that teachers attempt to increase the incidence of a child's self-corrections when reading. (FL)

Noting that in recent years testing has fallen into disrepute, this paper demonstrates how the construction, use, and validation of tests, if adequately conceived, can increase the level of knowledge about the intricate nature of the reading processes. The first section of the paper discusses the measurement process and the process of test…

Outlines procedures used in an investigation of college students' thinking aloud protocols and discusses the framework developed for differentiating student-text interactions and identifying the common problems of less able comprehenders. Suggests ways to use protocols to look into the ways students comprehend texts, to identify comprehension…

Presents reasons for the current upsurge in interest in oral reading errors, including theoretical shifts in how the process of learning to read is to be viewed and evaluated. Stresses the difference between descriptive and linguistic error analysis and develops leads that have emerged from studies using linguistic error analysis. (Author/FL)

Lists books that a random sample of professors of reading considered important for those completing a master's degree in reading. (GT)

Reviews findings on miscue analysis, a psycholinguistic study that seeks to explain why and how readers produce inaccuracies when they read words from the page. Discusses the classification of miscues, oral reading vs. silent reading, and the importance of context. (KH)