Explores whether the interpretation of figurative passages presents a comprehension problem different from that of any difficult text. Indicates that although some abilities important in processing isolated figurative expressions carry over to figurative passage interpretation, these figurative-unique abilities can not definitively account for the…

Conceives of reading as the general process through which meaning is construed from patterned forms of representation which take shape in words, visual images, auditory patterns, etc. Discusses reading's role in understanding the images of culture and overcoming the blindness brought about by the neglect of complex reading skills in the schools…

Finds no relationship between young children's ability to attend to text and to nominate a greater number of purposes for learning to read. (FL)

In a modified replication study, a general question intended to capture spontaneous detection of inconsistent information found neither good nor poor comprehenders successful. In response to a specific question, however, good comprehenders evinced far superior error detection than poor comprehenders. Reasons are speculated upon. (Author/MT)

Examines the principles of the writing process and applies them to reading. Discusses the parallels between these components of reading and writing: invention, choice, discussion, revision, and publication. (HTH)

This article is taken from a pamphlet put out by a group of English teachers at Clissold Park Comprehensive, London, who wanted to raise some controversial questions about reading and language development with other teachers in their school. (Editor)

In this Inquiry Study, participants will explore the process of reading expository texts--the strategies participant/teachers use to make sense of them, and how expository texts are similar to and different from narrative and other types of texts. Participants will then examine aspects of expository texts, such as text structures, vocabulary, and…

This position paper on teaching children to read explains with several examples exactly what "quagmires" are and how they hamper children as they learn the elements of reading basics. The paper takes a multidisciplinary approach to attacking stumbling blocks to learning most often experienced by child learners. To explain the concept of quagmire,…

Encourages placing primary emphasis on reading as a process of deriving meaning in remedial reading programs and discusses the changes necessary to accomplish this approach. (TO)

In this discussion, twelve basic situations are selected to illustate the relation between strategy and tactics as well as the linguistic, psychological, and sociological foundations of reading instruction. (TO)

Describes and discusses two types of oral reading responses that can be identified by a speaker of English, pseudo reading and meaningful oral reading. Also speculates on an explanation of how these responses might be generated. (TO)