Examines reading as a problem-solving process and suggests that those processes evident in reading successfully and in successful problem solving can be made conscious, thus enhancing children's success in both areas. (FL)

Noting that learning to read and learning to write are closely linked, this paper asks why there are sometimes readers who cannot write and writers who cannot read. The paper advocates taking a closer look at the reading and writing relationship to answer the question and provide strategies for competent literacy instruction in all areas. It…

At any given time, any given child may hold different, even competing, understandings of the strategies and processes involved in reading, writing, and coordinating the two. And different children's developmental paths may differ in significant ways even though they eventually achieve common outcomes. Different developmental paths notwithstanding,…

This comprehensive sourcebook, unique in content and design, is a resource for teaching reading and language arts in Grades K-8. Aiming to combine the best features of an academic text and a practical, hands-on teacher's guide, the book provides educators with proven research and instructional strategies necessary for balanced reading programs. It…

Reports a study testing a hierarchical theory postulating that the literal reading comprehension process can be divided into separate skills that are distinguishably different from each other and which are hierarchically related. (TO)

Describes the results of a preliminary investigation of skapa, a simple, three-step procedure for analyzing cognitive aspects of skimming and speed reading. (Author)

It is suggested on the basis of these findings and others that the linear effect in previous studies is due primarily to a particular instructional set and is irrelevant to the study of uniquely semantic processes. (Author/CB)

Data suggests that perceptual processing in the language-appropriate direction is an established skill by the time a child finishes second grade. (Author)

This comprehensive article discusses the following aspects of reading: the reading process, approaches to beginning reading, readability formulas, rate and flexibility, comprehension and critical reading, locational skills, visually handicapped, reading diagnosis and correction, magazines, and sources of further information. Also included is a…

Analyzes the interrelationship of concepts, cognitive patterns, and linguistic patterns with the several operations of the reading act as these relate to the environmental background of the students and challenges researchers and teachers to consider reading as an interrelated rather than as a segmented skill process. Bibliography. (MD)

A critical review of nine articles featured in a School Psychology Review issue devoted to the theme of reading assessment and intervention revealed that the data were essentially accurate and consistent with reading education principles. However, the conclusion that varying reading positions did not receive equal representation is discussed.…