Suggests that if educators had a framework for understanding discussion, they might shape discussion in ways that engage students. Describes a study that provides a framework for examining class discussion so they can understand better how discussions shift from teacher-centered (monologic) to teacher/student-centered (dialogic). (SG)

Describes how kindergarten children in literature-based classrooms listen to stories again and again during shared readings by teachers, and then they pretend-read the stories on their own. Uses hierarchical regression to explore relationships among factors, such as one-to-one correspondence concepts and automaticity in letter name recognition.…

Studies the reading, spelling, and orthographic skills of Grade 3 children who met their criteria for double asset (DA), single phonological deficit (PD), single naming speed deficit (NSD), and double deficit (DD) groups. Reveals main effects of each factor, oftentimes modified by significant interactions, on the varied achievement measures. (SG)

Investigates Nebraska elementary school teachers' attitudes about whole language. Finds that teachers with a higher tendency to use whole language were those who felt more comfortable with whole language, had training in whole language, felt whole language should replace basal programs, and felt whole language can be used in conjunction with…

Examines the phenomenon of "silent speech" (unconsciously translating what is read into a speechlike code to create meaning) based upon research of cognitive psychologists and psycholinguists. Develops a phonological model of reading based on this research; applies the model to technical communication--use of punctuation and pronouns,…

Addresses concerns that, if a student uses a second-hand textbook already highlighted throughout the text, it may interfere with reading comprehension. Investigates highlighting: in the first experiment preexisting inappropriate highlighting interfered with performance on a reading test; in the second experiment, advance warning on the negative…

Describes several websites containing content-area reading and writing resources and research, including the ERIC Clearinghouse on Reading, English, and Communication (www.indiana.edu/~eric rec). (PKP)

Identifies inaccuracies and distortions in the research supporting the No Child Left Behind legislation, as well as in government documents and the National Reading Panel "Summary Booklet." Offers alternatives to the limitations of the Reading First initiative through five major sections. Presents 12 recommendations regarding Reading…

Uses reading-guide pyramid based on U.S. Department of Agriculture's food-guide pyramid to develop argument that new federal guidelines for scientific-based research will result in an unbalanced, phonics-rich approach to reading instruction. Argues for a balanced approach that includes comprehension, vocabulary, fluency, and phonics. (PKP)

Argues that the preparation of novice literacy researchers should change in response to the growing diversification of epistemologies and methods employed in literacy research. Suggests ways in which coursework related to research methods and epistemologies, research apprenticeships and mentoring, and the reading and writing of literacy research…

Notes that, according to dual-route models of reading, consistency effects in pseudoword reading are evidence for the activation of lexical information. Investigates whether lexical interference has a semantic or non-semantic origin. Provides evidence for the existence of a lexical non-semantic pathway in reading aloud among a group of Italian…

Notes that college students read and later answered questions about information in two sets of four fictitious biographical passages that differed in terms of the presence of thematic connections (with theme or without theme). Explores metacognitive awareness of theme and its relationship to recall, recall prediction, and strategy use. Finds the…

Argues that use of intelligence as an aptitude benchmark in the definition of dyslexia conceals illogical assumptions about the concept of potential. Concludes that the validity of a severe discrepancy between aptitude and achievement as the defining feature of dyslexia has yet to be established sufficiently to justify differential educational…

Proposes a model for how document literacy and prose literacy are related to young adults' occupational status and their societal participation. Finds that the relatively low occupational status of Blacks appears to be attributable to their relatively low literacy achievement and literacy activity. (MG)

Examines the tongue-twister effect to help determine the role of phonological information during silent reading. Concludes that the tongue-twister effect results from phonetic rather than visual confusion, and that the locus of the effect is within working memory. (MG)