In order to meet the unique academic needs of each student it is important that teachers value the differences each child brings to the classroom. Literacy teachers routinely focus on academic differences such as known literacy items (i.e., knowing letters and words) and reading strategies (i.e., knowing how to solve difficulties in reading), but…

One indispensable task in the doctoral undertaking in the humanities and social sciences is that of reviewing the literature. To many graduate students, finding the "right" direction of reviewing is a particularly grueling experience, a practical concern seldom addressed in thesis manuals and studies of the doctoral thesis. This paper is an…

This study assesses reading processes and/or strategies needed to deploy deep processing that could push learners towards syntactic-based constructions in L2 classrooms. Research has found L2 acquisition to present varying degrees of success and/or fossilization (Bley-Vroman 1989, Birdsong 1992 and Sharwood Smith 1994). For example, learners have…

Suggests that many puzzling reading problems are a by-product of assuming that reading is a process, demonstrates that such puzzling, unresolved questions can be answered, and poses some new questions concerning reading. (JM)

Alternative ways of linking Piagetian theory to the teaching of reading are proposed, including a constructivist approach to reading and a fresh look at the capabilities of the preoperational child. (SK)

The article examines the relationship of a sound-based, or phonological, code to the comprehension of written sentences, and reviews research dealing with normal and brain damaged adult readers to confirm the hypotheses that the availability of phonological information is necessary for the syntactic analysis of written sentences during…

This interview discusses Dr. Rosenblatt's books on literature and reading and explores the transactional theory of reading in which the text and the reader are equally important. (HTH)

Argues that reading professionals should not reject or neglect theory merely because it is old and offers Jack Holmes' Substrata Factor Theory as a case in point. Reviews the statistical, neurological, and psychological models in Holmes' theory and points out their potential for stimulating further theoretical thought. (FL)

Discusses the characteristics of the "new reader" and the "new novel." (AM)

Reprint of an article from the April 1933 issue of "The Elementary English Review." (DD)

Investigates the time course of predictive inferences by using naming and word reading times. Explains the setup and results of two different experiments. Suggests that predictive inferences occur online, but require time to be drawn and are initially encoded to some degree, but completed later. (PA)

Reviews and explains Margaret Atwood's novel "The Handmaid's Tale." Argues that Atwood demonstrates that the right reading of her novel is within the novel itself. (MG)

Describes an analytical model which provides explicit criteria to identify possible causal relations that a reader might infer between events in order to arrive at a coherent representation of the text. Applies the model to a story, discusses its psychological validity, and compares it to other models of text representation, comprehension, and…

Reports four experiments which contrast the levels-of-processing perspective (holding that the durability of memory traces is a function of the depth to which items are processed) with the transfer-appropriate-processing perspective (holding that encoded events are always represented in a semantic memory code). (MM)