This empirical study was undertaken to test the Involvement Load Hypothesis (Laufer and Hulstijn, 2001) by examining the impact of three tasks on vocabulary acquisition. It was designed to test and develop the involvement load hypothesis by examining the impact of different reading tasks on the L2 vocabulary acquisition. The results show that…

The article "Is Google Making Us Stupid?" in last Summer's "Atlantic Monthly," raised a number of provocative, and indeed worrisome, questions about computer usage and cognitive development. For instance, persons with considerable experience of reading for the sake of pleasure report that, after a couple of years using computers a great deal, they…

In the current study, we explore the influence of orthographic knowledge on phonological awareness in children with cochlear implants and compare developmental associations to those found for hearing children matched for word reading level or chronological age. We show an influence of orthographic knowledge on syllable and phoneme awareness in…

This study investigated the phonological processing skills of 29 children with prelingual, profound hearing loss with 4 years of cochlear implant experience. Results were group matched with regard to word-reading ability and mother's educational level with the performance of 29 hearing children. Results revealed that it is possible to obtain a…

Although a growing body of research and practice in reading strategy instruction in secondary education has identified specific and successful methods for encouraging metacognitive awareness, there is little published research connecting these findings to post-secondary literacy education. Consequently, a gap remains in the conception, and…

In order to meet the unique academic needs of each student it is important that teachers value the differences each child brings to the classroom. Literacy teachers routinely focus on academic differences such as known literacy items (i.e., knowing letters and words) and reading strategies (i.e., knowing how to solve difficulties in reading), but…

One indispensable task in the doctoral undertaking in the humanities and social sciences is that of reviewing the literature. To many graduate students, finding the "right" direction of reviewing is a particularly grueling experience, a practical concern seldom addressed in thesis manuals and studies of the doctoral thesis. This paper is an…

Suggests that many puzzling reading problems are a by-product of assuming that reading is a process, demonstrates that such puzzling, unresolved questions can be answered, and poses some new questions concerning reading. (JM)

Alternative ways of linking Piagetian theory to the teaching of reading are proposed, including a constructivist approach to reading and a fresh look at the capabilities of the preoperational child. (SK)

The article examines the relationship of a sound-based, or phonological, code to the comprehension of written sentences, and reviews research dealing with normal and brain damaged adult readers to confirm the hypotheses that the availability of phonological information is necessary for the syntactic analysis of written sentences during…

This interview discusses Dr. Rosenblatt's books on literature and reading and explores the transactional theory of reading in which the text and the reader are equally important. (HTH)

Argues that reading professionals should not reject or neglect theory merely because it is old and offers Jack Holmes' Substrata Factor Theory as a case in point. Reviews the statistical, neurological, and psychological models in Holmes' theory and points out their potential for stimulating further theoretical thought. (FL)

Discusses the characteristics of the "new reader" and the "new novel." (AM)

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