Demonstrates that children in grades one through eight have greatly disparate views of the reading process. (Author/RB)

Examines the background of schema theory and discusses the contention that content schemata is more important to the reader than textual schemata. Concludes that the more useful schemata is determined by the context rather than one schemata type always being more important than the other. (FL)

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)

Explores whether reading ability and competence with, or appreciation of, art have some cause and effect relationships. Concludes that evidence against such a relationship is stronger, pointing out that the indications are that the intellectual, linguistic, and perceptual processes involved in art are different from those in reading. (JM)

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)

Discusses children's language development in relation to reading and presents seven stages of conceptual reorganization among children that allow for progressively greater power of word discrimination. (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)

Explores the characteristics and implications of the "new sentence method" of learning to read. (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)

Describes and discusses two types of oral reading responses that can be identified by a speaker of English, pseudo reading and meaningful oral reading. Also speculates on an explanation of how these responses might be generated. (TO)