Investigates whether readers of Turkish (which has a simple relation between spelling and sound) depend more on decoding for word recognition than readers of English (which has an "opaque" orthography). Suggests that readers become less dependent on phonological mediation with experience and that this reduction is more rapid for readers of opaque…

Investigates the effects of two specific Hebrew nominal word structures and word length on the latency and accuracy of grade school children's reading of words. Reports and analyzes the differences in the reading of the two morphological structures and word lengths to draw conclusions about their effects on reading performance. Indicates that…

Examines how concepts-about-print knowledge interacted with other traditional measures of print knowledge, to affect children's reading environmental print in context and out. Demonstrates that concepts-about-print and word recognition were the most reliable discriminators between children who could accurately and consistently read environmental…

Investigates the impact of causal discourse markers (connectives and signaling phrases) on the comprehension of expository texts in a first language (L1) and a second language (L2). Indicates that readers benefit from the presence of causal relational markers both in L1 and in L2. Discusses implications for (theories of) text processing as well as…

Discusses how the National Reading Panel (NRP) report has become the basis for the push for research-based reading instruction as well as the source of a great deal of controversy and debate. Summarizes the NRP report and responds to 10 myths that have arisen in the hopes of clarification. Concludes that it would be best if educators and…

Provides perspectives on reading instruction of experienced, grades K-12 educators who were enrolled in a graduate school class on reading research, programs, and models, and their teacher. Shares some of the misconceptions or overgeneralizations that they have heard or read about reading instruction, as well as their reaction to these ideas. (SG)

Considers that the written form of English is at variance with a majority of other alphabetic scripts and is increasingly being seen as a contributing factor to illiteracy in the English-speaking world. Confirms results from earlier studies and clearly links word characteristics to literacy failure. Relates implications from this and previous…

Overly text-based accounts of reading comprehension have been displaced by multifaceted considerations of meaning-making subjectivity and shared understandings held by communities of readers. Reading may be viewed as a meaning construction process, as writing, as engagement, and as a situation-based activity. Includes 26 references. (MLH)

Investigates the use of speech feedback during independent word reading and its effects on the remediation of reading skills. Finds that speech feedback requests were not dependent on word difficulty. Concludes that the most promising way of giving support to the development of reading skills is to present segmented-word sound. (MG)

Examines two metaphors for reading research approaches: the "vertical grave metaphor" and the "architectural design metaphor." Claims that while "vertical grave" researchers only add to the body of knowledge by publishing articles, "architectural" researchers actually deal with real world problems. Notes…

Questions the quality and accuracy of the phonics research base. Widely taught and promoted in official publications, the system is being even more heavily promulgated by current educational reformers. Extensive discrepancies between Jeanne Chall's findings and actual data show design flaws in "The Great Debate" that contradict phonics'…

Reports on two experiments which examined whether normal and disabled readers differed in the ability to use orthographic structure information to process printed material. Finds that disabled readers use orthographic structure information as much or more than normal readers. (MM)

Examines eye movement patterns of adult readers as they encounter cross-sentence contradictions. Finds that both readers informed of the existence of contradictions and those not informed were aware of inserted contradictions, and that instructions to search for contradictions caused readers to alter their reading behavior. (RS)

Since research conclusions derived from inappropriate statistical methodologies can lack accuracy, the article describes a technique appropriate to the heterogeneity of special needs groups in which subjects are assigned to fairly homogeneous subgroups. The technique is related to research in reading with this population. (DB)

Investigated the ability of children aged five, six, and seven years to categorize rhyming words. Children were better able to group words that shared rimes (speech units) than those with common syllable onsets. Results suggest that children who are not yet able to read are aware of single phonemes when they coincide with onset. (SAK)