Examines how readers overcome their misconceptions about the principles of motion. Finds that students overcome misconceptions when their prior knowledge is activated, regardless of whether they read text that supports or refutes those misconceptions. Finds that students using several processing strategies have an advantage over students using…

Investigates the effect of informing remedial readers that strategy use (such as looking for the main idea) improves performance on their self-efficacy and comprehension skills. Finds increased self-efficacy and comprehension skills, and suggests that remedial readers need multiple sources of strategy value information. (RS)

Summarizes research findings on repeated readings (RR), noting that rereading is a proven instructional tool. Suggests three ways to incorporate RR into a reading program: direct instruction; use of learning centers; and cooperative learning strategies. Includes procedural guidelines for implementing RR activities. (MM)

Discusses a survey of 22 well-known writers' reading habits: how they read; why they read (reading to know, reading to learn craft, technique, and style); and what they read. Suggests that students would be well-served by learning to read like writers, developing in-event and post-reading observations. (SR)

Found eight-year-old British children less accurate at rejecting psuedohomophones than at rejecting ordinary nonwords in a lexical decision task. New Zealand children did not show the effect. Argues that the difference stems from British children's dependency on sounding out words. (SAK)

Describes a 12-week peer tutoring reading program for primary students. Students showed significant reading gains when compared with a control group, but lost these gains when they returned to individual silent reading. Concludes that peer tutoring is an under-utilized but valuable teaching strategy. (Author/LS)

Examines miscue analysis as a valuable tool for documenting what students already do well, so that instruction can build on areas of strength. (RAE)

Skills in the visual encoding of words were tested by comparing the performances of fourth-grade children with those of adults. In each experiment, adults responded more rapidly to the stimuli than did children. Using a masking procedure, the study determined that the variance in response times was caused by levels of motor skill development…

Discusses four clear contributions of cognitive research that deserve special attention: (1) skilled readers read words rather than skip them; (2) less skilled readers do rely on context; (3) skilled readers use phonology in reading; and (4) children learn to read successfully by learning how their writing system works. (RS)

Reviews some findings obtained through comparisons of dyslexic readers with nondyslexic readers matched by chronological or reading age. Notes some of the problems and pitfalls associated with this approach. Explores the potential of other group comparisons when examining sources of reading difficulty, and discusses individual differences within…

Explores sixth graders' perspectives on the contexts of reading and responding to books in school. Finds children respond to books in patterns specific to school contexts; classroom contexts are socially constructed through children's interactions; and children constructed a community of readers by interacting with one another to respond to books…

Discusses how preservice teachers in a reading methods course investigated the prevalence of round-robin reading in 72 elementary classrooms. Finds that the majority of the teachers used round-robin reading. Notes that the preservice teachers became acutely aware of what really goes on during round robin reading. Discusses five alternatives to…

Examines the effectiveness of predictable reading. Presents an example of an effective lesson using the predictable book reading component of the Early Literacy Project. Demonstrates that learning involves dynamic interactions between the novice and expert, and that the expert must recognize the child's independent level and determine through…

Examines the effects of literature discussion approaches on preservice teachers' purpose in writing. Explores the viability of the instruments developed by D. Wiseman using responses from older students. Contends that a transactive criticism approach can be a valuable way of incorporating literary analysis without negating the reader's experience…

Investigates whether teacher modeling improves fifth-grade students' attitudes toward poetry. Finds that students exposed to modeling had a greater enthusiasm/appreciation of poetry. Acknowledges that appreciation of literature, including poetry, must be developed over a long period of time through a variety of means. (RS)