Phonological awareness and phonics instruction are necessary components of beginning reading instruction and require teachers to have specialized content, pedagogical, and pedagogical content knowledge. This includes knowledge about language structures; reading components, processes, and development; and effective instructional practices. In this…

Because reading is not a natural process like language, young learners must be taught to read. Knowledge about how the reading brain develops has critical implications for understanding which teaching methods to use and helps reconceptualize previous debates. In this excerpt from "Reader Come Home: The Reading Brain in a Digital World",…

As reading is vital to success in life and opens the door to nearly all other learning opportunities, it is essential that educators understand why students with learning how to read. Therefore, it is key for both professionals and researchers to establish their own approaches to assist those with reading difficulties. "Developing Effective…

The Common Core State Standards (CCSS) place a high focus on close reading -- a form of strategic reading associated with the gradual release of responsibility model, text complexity, and text dependent questioning. However, all readers should be provided this opportunity to dig deeper. One method of presenting this opportunity in elementary…

This study investigates reading activities in Swedish primary school classrooms during the late 1960s. Sound and video recordings of 223 Swedish lessons held between 1967 and 1969 are used to analyse the activity of reading as taught and performed. The results indicate that the practice of informational reading, often based on finding…

This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K-3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through…

The purpose of this study was to compare the variety, complexity, and frequency of reading behaviors of three groups of first grade students--students who discontinued from Reading Recovery (D-RR), students who did not discontinue from Reading Recovery (ND-RR), and students who never needed Reading Recovery (A-NRR). Students were asked to read…

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

Teaching students to become readers who can work with an author to "build" a text requires a better understanding of the nature of the author-reader relationship. This essay discusses the rights and responsibilities of that relationship by presenting writing and reading as a rhetorical situation--an interaction between author,…

Discusses how to help children understand the reading process instead of simply recalling information. Presents two instructional strategies which help children learn metacomprehension. (MM)

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

Argues that a model of metaphorical thinking developed by 18th-century Italian rhetorician Giambattista Vico demonstrates how meaning is constructed in the reading process. Presents key Vichian concepts, followed by an explanation of how metaphors are created to construct new meaning. Compares the process to an interactive model of reading. (RS)

Research on visual and phonological coding in reading words for meaning is reviewed, and two studies are described that examined the word processing of skilled and less skilled elementary school readers. Findings revealed support for previous studies stressing the importance of the automatic nature of reading skills. (CL)

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

Indicates that theoretical models describing the flow of information when reading takes place can be categorized as outside-in or as inside-out; suggests that the latter fit the evidence of reading research better. Supports the idea that practice should flow from theory. (TJ)