Discusses pedagogical implications of recent theory and research on response to literature. Contends that now teachers must be aware of readers, the text, and the context in which a text is read and discussed. (MS)

Investigates college students' ability to monitor learner-controlled vocabulary instruction when performed in traditional workbook-like tasks and in two different computer-based formats: video game and text game exercises. Suggests that developmental reading students are unable to monitor their own vocabulary development accurately. (MM)

Considers current research on reading in a second language from five points of view: (1) the reader's role in light of new models of language and textual meaning; (2) revised definitions of textual meaning and reader processing; (3) reader processing of schemata; (4) relationship between second-language competency and reader strategies; and (5)…

Details events from the experiences of two young children as they learned written language. Concludes that children need to have a say in why and what they are reading. (FL)

Shows that native-speaking Arabic readers produce search functions that are radically different from the search functions of readers whose script uses the Roman alphabet (RAs). The processes used by Arabic readers are more akin to the processes used by RAs when searching arrays of shapes. (Author/LMO)

Offers teachers and parents practical suggestions for helping children to begin reading naturally. Looks at specific strategies for helping young children to learn to read, particularly a built-in success procedure emphasizing nonvisual aspects of reading. (RWB)

Relays the observations of a researcher who visited a "culturally disadvantaged" child in her home. Describes how the child's interest in print was nurtured by her teacher, her mother, and the stories that they read to her. (ARH)

Discusses two facets of the disparity between the way children learn and the way they are tested: the necessity of practice and the importance of prior knowledge. (FL)

Studies the development of word-retrieval speed and its relationship to reading in 72 average and 11 severely impaired readers in kindergarten through the second grade. (HOD)

Offers techniques teachers can use to incorporate questioning into reading instruction. (FL)

Reports on two experiments that explore the comprehension difficulties of children with normal word recognition ability. Concludes that skilled readers engage in more constructive processing and that comprehension difficulties are not the result of a defective working memory. (SRT)

A study of children with listening comprehension difficulties concluded that these children also have reading problems that must be addressed either through remediation or alternative learning strategies. (SRT)

Reports on a program for the improvement of reading skills of children whose scores were below the 50th percentile on the reading subtest of the Stanford Achievement Test. Concludes that, in general, the program helped poor readers improve their reading skills. (SRT)

Reports on the various ways teachers use textbooks to make assignments for discussion and offers a checklist for teachers interested in analyzing their own use of text in discussion. (HOD)

Reviews some notions that have influenced the generation of comprehension questions, and describes a study that compared the knowledge sources third-grade students drew upon in answering text questions with the assumptions underlying the question hierarchies represented. (HOD)