Discusses issues in reading assessment, including the concern that tests can not measure the reading process. Concludes that tests will never be more than useful indicators; calls for more research and examination of existing and new types of reading comprehension tests. (MM)

Argues that without an understanding of language as a social process, teachers can confuse "procedural display" with actual literacy learning. Critically examines learning through interaction using the whole language approach and shared reading with Big Books and other texts. (RAE)

Investigates the teacher's role in a whole language classroom. Asserts that explicit written guidelines concerning the teacher's role in directing and supporting student learning should be available for novice teachers in training and for experienced teachers who want to shift from a conventional approach to a whole language approach. (MM)

Demonstrates that many three- and four-year olds' attempts to read familiar print are highly organized, and indicate attention to graphic detail in some contexts. Also concludes that letter name knowledge alone does not explain children's shift from using meaning-oriented strategies to using both meaning and print-oriented strategies. (JAD)

Reports a study in which a computerized-text system (CTS) was developed to facilitate students' question-asking during reading. Results suggest that third grade students' use of a CTS to read text and ask questions results in gains in reading performance. (JAD)

Reports on a study that probed the relative influence of text (including illustrations) and background knowledge upon child and adult novice readers' incorrect responses to comprehension questions. Found that novice readers use background knowledge more than textual information to answer comprehension questions. (ARH)

Reports on a study using data from 13,395 young people to investigate displacement of book reading by television viewing. Found no general displacement of time from one activity to another. (ARH)

Presents research findings about the development of metalinguistic awareness (MLA) in young children. Discusses MLA and reading readiness, and the implications for beginning reading instruction. Suggests various reading methods which allow children with both high and low levels of MLA to develop literacy. (MM)

Study investigated incidental learning of word meanings from context during normal reading. Effects of word and text properties were examined in detail. Small but reliable gains in knowledge were found at all grade levels and ability levels tested. (RB)

Demonstrates how a universal taxonomy of reading goals might be related to a taxonomy of reading means. (FL)

Describes a study performed at Kenyatta University in which comparative reading and comprehension rates were investigated between five blind and five sighted students. Results indicated that blind students require longer reading time than the sighted students, but comprehension levels remained the same between the groups. Implications and…

Describes how a group of language arts teachers established a year-long research project in collaboration with a university, and how, through participation in the project, they transformed their teaching, became more active professionally, and became critical, responsive users of current research. (ARH)

Discusses a learning strategy, employing imaginal processes and verbal mediations procedures, designed to improve reading comprehension in 24 learning disabled students. Indicates significant gains and improvement in reading comprehension over a 15 week treatment period. (MM)

This paper outlines theories and research findings on reading psychology in the last decade and relates theoretical and empirical findings to current practices of instruction. The role of reading in literate society is examined in relation to such technological advances as the use of microcomputers. (JAZ)

Reviews the debate on the importance of decoding in reading, focusing on the positions taken by P. Gough and K. Goodman. Argues that the debate is settled, with Gough's view having more explanatory power in terms of helping to understand the success of the good reader and the plight of the poor one. (FL)