Uses the error-detection model in an experiment wherein 315 adolescents of low-to-high reading ability monitored and controlled their reading while searching three times through a text. Finds that, in search 1, monitoring increased with age and reading ability; search 3 shows some students had knowledge necessary to monitor more errors but failed…

Examines (longitudinally) contributions of naming speed measured on serial-list and various discrete-trial formats to several reading subskills to determine their impact independent of other reading-related skills on reading disabilities. Tests 38 poor and average readers in grades 2, 3, and 4. Finds that phonological awareness, vocabulary, and…

This research review looks at whether learning to read is different for children and adults and the emphases of top-down, bottom-up, and connectionist views of skilled reading. Concludes that phonological awareness is an important part of skilled reading. (SK)

Considers how reading has universal properties that can be seen across the world's writing systems. Discusses the most important universal language constraint: All writing systems represent spoken languages, a universal with consequences for reading processes. Draws on observations and research from Chinese and Korean to examine these universal…

Presents theoretical framework underlying "rauding" theory and how the theory relates to one second, one minute, and one year of reading. Reviews the three laws and two primary equations of rauding theory. Presents detailed explanation of a causal model of reading achievement that is relevant to one year of reading. Explicitly unifies…

Searches for evidence of sublexical access units in Dutch as defined in terms of M. Taft's Basic Orthographic Syllabic Structure (BOSS) hypothesis and the Body of the BOSS (BOB) hypothesis. Finds no support for the presumed existence of an orthographically defined basic syllabic structure, functioning as a core unit in word and pseudoword…

Studied text interpretation in four experiments with second and fourth graders, manipulating several story variables. Found that both groups were skilled at providing two text interpretations, although second graders were more likely than fourth graders to use extra-story information in their second interpretations. Subjects' first interpretations…

Indicates that individuals increase the size of their reading units as they perfect their knowledge of either Chinese or English; a Chinese word may be processed by character components or by larger units depending on the frequency of the word; and familiarity with the Chinese writing system does not help individuals increase the size of their…

Investigated the nature of orthographic representations accessed during reading, as well as the relationship between reading and spelling representations using additional evidence to that based on normal reading and spelling performance. (Author/VWL)

Considers the complex processes involved in readers' and writers' construction of textual meaning: how people construct meaning from texts through reading and for texts through writing. Outlines the significant parameters and major issues in research on composing from sources. Proposes a way to think about tasks that invite writers to transform…

Argues that strategic reading suggests purpose and intentionality on the part of the reader, which is different from a seemingly reflexive response where skills are concerned or where intuition reveals an answer. Argues that teachers can increase strategic thinking by providing demonstrations of strategies and offering incentives to readers. (RS)

Argues that the teaching of poetry teaches sequential comprehension, the process of reading and rereading a poem by making sense of connected images, metaphors, or conceits. Investigates the question of how poetry should be dealt with in the schools to make good use of its specialness. (TB)

Investigates the epistemology of reading theory, practice, and research. Examines the theories of knowledge implicit in two views of the reading process (L. Rosenblatt's and D. Rumelhart's). Concludes that differences between and among theories of reading, reading instructional approaches, and reading research paradigms often result from and…

Presents the first part of a six-part series reporting on a research project to investigate how students make sense of a text, what disempowers meaning making, what empowers meaning making, how readings might be meaningfully assessed, and how readers might be empowered in classrooms. Invites readers to join in the investigation. (SR)

Proposes a set of strategies for connecting reading and writing, placing the discussion in the context of other pedagogical approaches designed to exploit the relationship between reading and writing. Explores ways in which students employ the strategies involved in "mining" a text--reconstructing context, inferring or imposing structure, and…