Defines two types of antimony--minor, contradictory statements that have major effects--and shows how they abound in reading research. Concludes that the problem of antimonies must be resolved before research, on empirical grounds alone, can effectively improve practice. (MM)

Notes that while researchers talk about many things--what to teach, how to teach, and when to teach reading--they don't talk about why to teach it. (FL)

Discusses the conventions that define the range of legitimate routine in the reading profession. (FL)

Describes and examines the taxonomic linguistic system, a multi-level classification of language. Notes that this system not only formed the basis for all reading instruction, but also influenced reading research. Argues that this system should be replaced by one less simplistic and more realistic. (MM)

Concludes that there are advantages to both the theorists' and synthesizers' perspectives of progress. (FL)

Notes the limitations of the traditional conceptualization of reading in terms of a conduit metaphor, consisting of three parts: (l) an input, (2) an output, and (3) a model that describes the relationship. Argues the merits of looking at reading in light of the tool metaphor, viewing readers and writers as users of information. (NH)

Discusses the challenges of translating definitions of reading found in research into classroom practice. (FL)

Argues that reading research often traces the "first cause" of reading back to the "taxonomic linguistic system," a system discussed in last month's column. Asserts that although many possible first causes exist, the more important issue concerns how to apply these multiple causes in developing an approach to reading…

Demonstrates how a universal taxonomy of reading goals might be related to a taxonomy of reading means. (FL)

Discusses several recent contributions to reading research and concludes that before changing teaching methods and programs, educators need to consider ends, decide what the ideal is, and develop criteria to achieve that ideal. (FL)

Discusses the various phases of studies designed to determine the best ways to train readers and reading teachers to be "metacognitively aware." Concludes that these studies can be used to prove the superiority of any one technique over another. (FL)

Notes the problem in reading instruction of teaching children both one-to-one representational meaning of words and world-meaning of words, a distinction that can alter their perception of truth as found in written works. (JC)

Discusses the fallacy in the Procrustean approach of fitting reading instruction to reading theory. (FL)