Shares authors' perspectives on the ways feminist theories are influencing their work as literacy researchers. Discusses complexities of taking up gender as a category of analysis; ways of addressing gender within sociocultural work on literacy; nonexistence of boundaries separating literacy research, feminism, and technology; and pervasive…

Responds to an article in the same issue of the journal presenting a meta-analysis of reading research. Suggests that the metastudy is well conceived, yet its disembodied perspective, devoid of any mention of an actual teacher, student, or school, is emblematic of how far the frames, questions, and methods deemed important have taken reading…

Responds to an article in the same issue of the journal presenting a meta-analysis of reading research. Expresses concern that the authors' conclusions will promote a slavish adherence to a methodology and a rigidity of thought that reading researchers can ill afford. (RS)

Responds to an article in the same issue of the journal presenting a meta-analysis of reading research. Discusses limitations of meta-analysis; changing views of research; influential instructional research; and changing standards, changing possibilities. (RS)

Offers and applies a set of design criteria to characterize ten alternative models of reading or understanding. (MKM)

Describes two research frames, functionalist research and critical analyses, focusing on the different questions they raise about a study published in an earlier issue of this journal that investigated whether minimally-trained college students can effectively tutor children in reading. Suggests reading researchers must extend their tendency to…

Defines comprehension monitoring as a metacognitive process that is affected by person, strategy, and task variables. Reviews research in the area and draws conclusions based on that research. (FL)

Suggests that the emphasis on basic reading research in the decade of the 1970s has devalued the importance of reading instruction research and has ignored the needs of the reading educator. (AEA)

Discusses frequently overlooked faults in the research methodology used to investigate dyslexia and suggests alternative methods for future work. (AA)

Extends and comments upon Valtin's criticisms and suggestions concerning methodological problems in research on dyslexia. (AA)

Examines an instructional research study (by S. W. Pflaum and E. T. Pascarella) according to several criteria for designing educational research and questions whether the information provided by context-stripping research paradigms can be of genuine use in helping teachers understand and create effective conditions for reading to learn. (MKM)

Considers the limitations of experimental studies of classroom interaction and suggests how naturalistic research approaches may complement them. (FL)