Explores whether training in mental imagery can improve text comprehension in good and poor nine-year-old comprehenders. Finds that a three-session program of training in imagery benefited the poor, but not the good, comprehenders. Discusses results in relation to possible causes of children's comprehension difficulties. (MG)

Studies phoneme deletion and literacy in native and nonnative speakers of English. Finds that phoneme deletion is sensitive to degrees of literacy and to native language whereas the Measure of Adult English Proficiency test is not sensitive to native language variation. (MG)

Presents a qualitative study of adults who found reading to be helpful in dealing with difficulties in life. Finds that recognition of self in the literature was directly related to the therapeutic experience, and evolved into ways of feeling and ways of knowing. Finds that therapeutic reading is intentional, relational, and transporting. (SR)

Tests second- to sixth-grade children with normal reading efficiency under three conditions of simultaneous amplified auditory feedback on reading aloud nouns and nonwords. Finds that right ear feedback improved reading accuracy in the first three grades. Finds no effect in fifth grade whereas in sixth grade, left ear feedback improved only the…

Examines influences of text language and structure and text-picture relationships on 33 preschoolers' emergent readings of three picture books and teacher-led shared readings that preceded them. Indicates findings on emergent readings support a transactional model of emergent reading and highlight the importance of considering the influence of…

Examines relationship between reported imagery and comprehension of main ideas in exposition. Finds that constrained imagery was positively associated with the comprehension of main ideas and followed a similar pattern of growth, and nonconstrained imagery was associated with comprehension failure. Suggests imagery and comprehension were related…

Seeks to clarify the definition of literacy by surveying between 21 and 34 international scholars (all members of the National Reading Conference and "Journal of Literacy Research"'s Editorial Review Board), regarding the relevancy of eight research manuscripts to literacy. Finds substantial agreement, but also notable differences in the exact…

Introduces a theme issue that examines how research can be effectively translated into improved practice. Six papers provide examples of how dedicated, intellectually active practitioners can make research work to improve educational outcomes. Explains that classroom practitioners and researchers must consider the needs and limitations of the…

Focuses on the role of cognitive structures in the reader's knowledge. Argues that causality is an important category in structuring human knowledge and that this property has consequences for text processing. Discusses research illustrating that the more the information in the text reflects causal categories, the more easily the information is…

Examines six adolescent girls' talk around a young adult novel ("The Beggar's Ride" by T. Nelson). Reveals unexpected reading purposes: adolescent girls' reading for the combined purposes of agency and desire, exploring the fears and potentialities of being female and of the possibilities of autonomy. (SR)

Investigates the relationships among pronunciation level (decoding), verbal level (listening), and accuracy level (reading) in grades 1 to 6, and for students who are in the advanced phase of decoding. Finds that the level of reading accuracy of students can be improved the most throughout grades 1 to 6 by emphasizing instruction that will improve…

Analyzes composition reading performance data from identical and fraternal twin pairs in order to test the hypothesis that genetic influences are more important as a cause of reading disability in girls than in boys. Provides little or no evidence for the hypothesis of greater genetic influence on reading difficulties in girls than in boys. (SC)

Concludes that spatial information is available to readers only under very specific conditions. Notes that readers told to focus on spatial details had the information available, but that, when told to read for comprehension, spatial information did not become available. Finds also that spatial information was available only when it was required…

Compares picture span performance of developmental dyslexic teenagers to the picture span performance of both reading and chronological age match controls. Finds all three groups showed a significant phonological similarity effect but only the dyslexic group showed a significant visual similarity effect. Discusses results in terms of developmental…

States that although the think-aloud method (TAM) is being used with increasing frequency in studying text comprehension, some skepticism of its value remains. Discusses assumptions behind TAM, aspects of comprehension it can reveal, and directions for research using TAM. Argues that TAM is a useful technique for tracking changes in the contents…