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)

Argues that a loss in general literacy occurs as the potential for imagery decreases through lack of understanding of the root meanings of words. Argues that the rich stores of imagery that contribute to English vocabulary are denied to those ignorant of the linguistic contributions to the English language. (RS)

Two groups of grade school children were tested for their ability to use orthographic rimes as functional units of reading by reading pseudowords. The results suggest that the size of the orthographic rime frequency effect reflects the operation of two factors: vocabulary size and grapheme-phoneme conversion skill. (SW)

Responds to "A Symposium on the Usefulness of Literacy Research" in the same issue of this journal. Maintains that Alan Purves totally misreads the author's theory of reading approaches. Explains that "efferent reading" and "aesthetic reading" are not discrete categories but terms on a continuum. (TB)

Focuses on a general document navigation strategy called the known/need-to-know strategy. Illustrates the strategy using a variant of this strategy called "locate." (SR)

Explores one aspect of the relationship between intonation and punctuation. Outlines the historical development of punctuation, and compares twentieth-century punctuation rules with what is known about the division of connected speech into intonation-groups. Suggests that, where syntactic prescription and intonational usage conflict, a return to…

Discusses Keith Stanovich's essay "Romance and Reality" published in the December 1993/January 1994 issue of "Reading Teacher." Reviews Stanovich's arguments about reading research relating to phonics, reading processes, phonological awareness, and reading difficulties. (RS)

Assesses the effects of headings on text processing behaviors during immediate and delayed testing of 65 undergraduate students. Finds that headings did not appear to affect overall comprehension or overall answer location accuracy. (MG)

Argues that educators must address the challenge of helping all students read fluently. Presents strategies to improve student performance in reading speed, accuracy, and the ability to chunk meaning into units or gists. Advises teachers to encourage students to increase reading speed as they encounter an unfamiliar word, use repeated readings,…

Provides a new look into biochemistry to yield insights with profound implications for new application in the area of reading disabilities. (MG)

Investigates long-standing familiarity with subtitled movies and processing efficiency as variables of total time spent in the subtitled area. Rules out subtitle reading resulting from habit from long-term experience. Suggests that reading subtitles is preferred because of efficiency in following a movie. (SR)

Argues that the accidents of reading a hypertext (changing your destination, forgetting your point of departure, or getting lost along the way) are not the effects of inappropriate cues, misinterpreted reference or poor design, but the general condition of the hypertext as text, amplified by the narrative turns of the link. (SR)

Discusses how students become automatic at reading sub-skills, the indicators that can be used to determine whether a student is automatic, and the psychological mechanisms that allow students to perform complex skills automatically. Discusses implications of automaticity research for teaching reading. (RS)

Reviews recent literature on automaticity, defining the criteria that distinguish automatic processing from non-automatic processing, and describing modern theories of the underlying mechanisms. Focuses on evidence from studies of reading and draws implications from theory and data for practical issues in teaching reading. Suggests that…

This brief article uses a weaving metaphor to address the relationship between braille and reading, with prior knowledge (the warp threads) interacting with reading content (the weft threads) by means of braille (the shuttle). Reading is seen to be an interactive process between reader, text, and the context of the reading situation. (DB)