This article introduces a way of seeing miscue analysis data through a "spider chart", a readily available digital graphing tool that provides an effective way to visually represent readers' complex coordination of interrelated cueing systems. A spider chart is a standard feature in recent spreadsheet software that puts a new spin on miscue…

This article offers a way of thinking about literacy instruction that critiques current reasoning, but also provides a space to dynamically think outside of prevalent practices. It presents a framework for both planning and studying literacy pedagogy that combines a practical everyday model of the reading process with Michel Foucault's (1988c)…

In this article, the author explores how a group of ten fourth-grade students who were avid readers became a community of inquiry. The primary goal of this study was to document the children's reading engagement: how they created, entered, and sustained the world of the story. This article also reflects the impact of three elements--data…

Ken Goodman and Frank Smith met for the first time in 1970, though they had each been studying and writing, separately, about the reading process for several years prior to that. They commemorated the occasion by collaborating on an article, On the Psycholinguistic Method of Teaching Reading which appeared soon after in The Elementary School…

Reprint of an article from the April 1933 issue of "The Elementary English Review." (DD)

Describes the steps in the natural process through which children use their syntactic, semantic, and phonological systems in learning to read. (DD)

Ability to recognize and understand figurative language is crucial to successful reading. (Author)

Describes the difficulties children face in learning the special language used to talk about reading and its relation to speech. (DD)

Views both reading and writing as acts of composing and presents planning, drafting, aligning, revising, and monitoring as components of the composing model of reading. (JL)

Claims that the way people symbolize their experiences in speaking, listening, and writing can help them to understand literature and, ultimately, their personal life experiences. Claims that making meaning is fundamental to all language learning and that reading literature is analogous to other language learning experiences. (JD)

Describes three dimensions of reading as a social process: (1) all reading events involve a social context, (2) reading is a cultural activity, and (3) reading is a socio-cognitive process. Discusses the implications for classroom reading of these dimensions. (HTH)

In order to have both fluent reading and good comprehension, the student must be brought beyond accuracy to automaticity in decoding. (JH)

Applies recent linguistic theory to the reading process and classroom practice. (DD)

Reviews recent psycholinguistic research to make a case for the importance of continual development of the semantic component of reading throughout the total reading process. (DD)

Examines the principles of the writing process and applies them to reading. Discusses the parallels between these components of reading and writing: invention, choice, discussion, revision, and publication. (HTH)