Discusses the nature of individual differences in working memory and presents the span test that was used to assess working memory capability. Next it discusses how working memory capacity might influence two specific components of reading comprehension, retrieving facts and computing pronominal references. (NCR)

Reports on a study in which a display system controlled by eye movements of the reader was used to identify the area in a text from which information is collected during silent reading. Results indicated a perceptual span of 25 to 31 character positions for adult subjects. (MKM)

Offers and applies a set of design criteria to characterize ten alternative models of reading or understanding. (MKM)

Shows how subjective knowledge acquires authority. Applies this argument to the making of literary responses in classrooms, thereby allowing both research and pedagogy to emerge from the same procedures of reading. (RL)

Explores the relationship and transaction between a reader and literature. Discusses the implications of this relationship on literature text choice and curriculum, as well as the feasibility of heuristics in a curriculum. (HTH)

It was found, among other things, that reading and spelling were surprisingly separate in both groups, though the discrepancy was greater in the backward readers, and that both groups appeared to use phonological cues in spelling more than reading. Journal availability: J. B. Lippincott Co., Philadelphia, PA 19105 (Author/DLS)

Explores sensory experiences, both real and imagined, that occur while reading. (MKM)

Summarizes a study of 13-year-olds' expectations about the ways in which stories will end, and their ideas about what makes a "good" ending. (AA)

Examines four recent criticisms of the ideas of Kenneth Goodman on reading and on the use of oral reading for diagnostic purposes. (TJ)

Investigates differences among children in relative reliance on spelling-sound rules v word-specific associations in reading words. The tendency to rely on rules is correlated with ability to read regular words. Findings indicate that analogies and smaller-unit rules are used in the reading tasks. (JMB)

To test the generality of the concreteness/strategy interaction, adult subjects were given concrete and abstract textbook passages to study by using either an imaginal or verbal strategy. (HOD)

Applies recent linguistic theory to the reading process and classroom practice. (DD)

Uses the error-detection model in an experiment wherein 315 adolescents of low-to-high reading ability monitored and controlled their reading while searching three times through a text. Finds that, in search 1, monitoring increased with age and reading ability; search 3 shows some students had knowledge necessary to monitor more errors but failed…

Examines (longitudinally) contributions of naming speed measured on serial-list and various discrete-trial formats to several reading subskills to determine their impact independent of other reading-related skills on reading disabilities. Tests 38 poor and average readers in grades 2, 3, and 4. Finds that phonological awareness, vocabulary, and…

This research review looks at whether learning to read is different for children and adults and the emphases of top-down, bottom-up, and connectionist views of skilled reading. Concludes that phonological awareness is an important part of skilled reading. (SK)