It is the transformation and fusion of the reader and text into something greater than each alone that makes reading a mysterious, visionary process. (HOD)

Identifies simple, well-formed lists as the basic building blocks of most documents. Examines six characteristics of such lists. (RS)

Discusses the hyperbole surrounding statements and testimonials about the effectiveness of phonics instruction. Suggests that reading is more than sounding out words one at a time and that most children figure it out for themselves with little or no help. Suggests that reading is also more than a psycholinguistic guessing game. (RS)

Suggests that the skill model reaches a dead end in the high school and that secondary programs can find a promising foundation in the psycholinguistic model of reading. (JM)

Examines the psycholinguistic perspective of the reading process and describes the development of a secondary-level course in reading that uses a psycholinguistic model. (Author/KS)

Provides (in a humorous manner) quotations on the teaching of reading and on the process of reading from famous persons and literary works, with emphasis on lines taken from Shakespearean plays. (MKM)

Focuses on a general document navigation strategy called the known/need-to-know strategy. Illustrates the strategy using a variant of this strategy called "locate." (SR)

Discusses Keith Stanovich's essay "Romance and Reality" published in the December 1993/January 1994 issue of "Reading Teacher." Reviews Stanovich's arguments about reading research relating to phonics, reading processes, phonological awareness, and reading difficulties. (RS)

Explains the concept of comprehension from a psycholinguistic perspective, suggesting that comprehension is directly related to the surface and deep structures of language. (RB)

Suggests that studying reading and reading instruction in other languages and other countries may help us better understand the processes of reading, and notes that there is a need for more college courses on the topic of comparative reading. (MKM)

Describes how to construct behavioral objectives based upon psycholinguistic reading processes. (MKM)

Suggests that reading theorists who neglect to treat context frequently produce distorted views of how reading occurs. (MKM)

Examines the meaning of "Jack and Jill" according to different semantic theories. (MKM)

Presents four groups of economical and compatible comprehension strategies that teachers can use to help disabled readers become independent, strategic readers. Explains each of the four strategy families, offers recommendations on how to teach them, and provides research support for their effectiveness. (RS)

Inaugurates this column's topic for the year: document strategy procedures and ways to teach them. Argues that knowledge of document structures allows for better knowledge of the cognitive steps and metacognitive strategies in document processing. (SR)