Details two experiments examining transfer effects across contextual and linguistic boundaries with poor readers. Concludes that non-fluent readers do not completely integrate surface characteristics (words) and the message of the text. Word-level representations remain free to support transfer across various processing episodes. Maintains that a…

Examines and describes the intertextual connections made by young children in several primary classrooms in order to identify (1) the interpretive moves afforded by these connections, and (2) how these connections developed the children's literary understanding. Outlines some approaches to the topic of intertextuality and relative research. Draws…

Twenty-two graduate students in education at a British university read, answered written questions, and then discussed four text extracts from different genres (literary, theoretical, research, and statistical). Results of this study and a follow-up survey of 39 similar students suggested that text genre is a major factor in perceived difficulty…

Relates how one kindergarten student's interest in the chronology of books published by a single author sparked an enthusiasm that was contagious for other students. Notes that this student was sparked by a concept which had not occurred to the teacher, which underlines the importance of leaving room for students' own decisions about what to…

Discusses the complexities of defining "realism," examining how the term fueled many discussions in the author's college adolescent literature course. Looks at how writers and critics define the term. Shares alternatives to circuitous arguments about the relative realism of a text that helps students explore texts in effective ways that can lead…

Investigates the effect of vowels on reading accuracy in Arabic orthography. Finds that vowels had a significant effect on reading accuracy of poor and skilled readers in reading each of four kinds of texts. (NH)

Outlines the difference between "drilling for skills" and "becoming skillful readers" and shows how teachers can help students become skillful readers, writers, discussants, and thinkers through literature discussions. Discusses establishing a context for literature study, and initiating and maintaining literature study groups. (SR)

Examines how children's written work is enhanced through "teachable" lessons, where the teacher draws attention explicitly to aspects of literary texts and where children explore and evaluate literature through group reading and discussion. Explores the relationship between group evaluations of texts and children's writing development with…

Describes how a reader-response approach can help students construct a portfolio of readings that reflects their development as poetry readers. Describes using a reader-response journal, communal learning activities, and a portfolio to create a recursive process through which students develop a better understanding of how poetry works. Discusses…

Discusses both the ways and the contexts which make sense within the tension created by the relationship between reader and reading in short stories and cartoons. (PA)

Studies word learning in predictable text by investigating three important factors in facilitating young children's word learning: the reader, the text, and the task. Offers specific suggestions for teaching. (SR)

Presents a review of the literature on reader-focused text evaluation. Gives an account of the document characteristics that can be evaluated and considers the possible functions of evaluations making a distinction between verifying, troubleshooting, and choice-supporting research. Presents an overview of methods appropriate for the various…

Analyzes the results of using focus groups for the evaluation of a safety manual for a large chemical company. Discusses the main advantages and disadvantages of focus groups. Describes how this method was applied in the specific situation and discusses the value of the method. (SG)

Presents a program that encourages struggling adolescent readers in a special education classroom to engage in the narrative mode of thinking when reading and interpreting texts. Notes that the results are promising, and there are implications for helping preservice teachers develop an awareness of narrative thinking. (SG)

Finds that both low-ability and average-ability first-grade readers, and to a lesser extent high-ability readers, from different socioeconomic backgrounds, select books that are beyond students' reading level. Discusses influences of gender and genre on these selections. Discusses the relation of frustration-level texts to interest and motivation,…