This interview with reading expert Jeanne Chall focuses on criticism by Bruno Bettelheim of basal readers and phonics for beginning readers. (GC)

McGee and Richgels have set the standard in this new edition by clearly and simply explaining the issues addressed in Reading First and Early Reading First legislation that affect the reading instruction of young children. Aligned with the findings of the National Reading Panel, this edition focuses on child-centered instruction in phonemic…

Encourages placing primary emphasis on reading as a process of deriving meaning in remedial reading programs and discusses the changes necessary to accomplish this approach. (TO)

Surveys how children develop their powers of word identification, and questions common assumptions about the utility of sight words. (TO)

Reports a study of the conditions under which a monosyllabic word contained in a larger word can be used as an aid in pronunciation and identification of the word. (TO)

Describes and discusses two types of oral reading responses that can be identified by a speaker of English, pseudo reading and meaningful oral reading. Also speculates on an explanation of how these responses might be generated. (TO)

An example of semoitics illustrating the Mycenaean and Minoan language system is used to illustrate innovative teaching methods. (RL)

The importance of word decoding in accounting for individual differences in reading comprehension is discussed. Research on individual differences in the cognitive processes that mediate word decoding is reviewed. (Author)

A study shows that word shape information, when combined with knowledge of the syntactic and semantic structure of the passage being read, more often than not specifies unique words among all of the alternative high frequency words of English. (MKM)

Considers some research evidence, and extracts from it strategies and techniques that could profitably be used in the classroom. (HOD)

Three experiments investigated the hypothesis that, when interpreted in context, general terms are typically encoded on the basis of an instantiation. Results indicated that a particular term naming the expected instantiation of a general term was a better cue for recall of a sentence than the general term itself. (CHK)

Four experiments dealt with integration of semantic information while reading. Reading and comprehension time of two related sentences in a text was analyzed according to their proximity and relation within the text. A model of textual comprehension is proposed. (CHK)

Suggests measures of the reading-related variables are so closely connected that highly reliable measures of spelling level and word attack level for a student could be used to estimate or predict the student's levels of reading, listening, and word identification, and highly reliable measures of reading level and word identification level for a…

Examines the use of orthographic and phonological deletion strategies by children in the 6-16 year age range. Reveals that younger readers were more accurate when using phonological strategies than when using orthographic strategies, whereas older readers showed superior orthographic and phonological processing abilities. Supports the suggestion…

Considers how the concept of "literacy," especially intensified by the current conservative political climate, has been falsely reified as a clearly distinct "thing" that can be taught and tested in simple and standardized ways. Identifies literacy competencies as "subrosa literacy" and describes detailed performances of these abilities (including…