Describes how to construct behavioral objectives based upon psycholinguistic reading processes. (MKM)

Reviews recent psycholinguistic research to make a case for the importance of continual development of the semantic component of reading throughout the total reading process. (DD)

Suggests that placing reading in a communication model reduces four traditional dichotomies in reading that have discouraged an integrated, holistic perception of the act of reading. The model weakens customary distinctions between style and substance, reading specialist and content instructor, reader and writer, and student and instructor. (JM)

An interview with two adults who are fluent readers and writers leads to the conclusion that fluent readers get to be that way by reading, and by reading a great deal, from something of their own choosing. (JD)

Discusses applications of recent work in psycholinguistics in classrooms and in teacher education. (AA)

Explores the characteristics and implications of the "new sentence method" of learning to read. (JM)

To study the notion of stage processing independence in reading, measures of the decoding process and semantic processing were obtained on a sample of elementary pupils. Performance on these measures was related to lexical accessibility, letter properties and the familiarity of the words used in the measures. (Author/JKS)

Examines Frank Smith's analysis of the reading process with respect to comprehension, specifically, his assertion that during the reading process, comprehension of meaning precedes word identification. Discusses the implications of Smith's analysis for the teaching of reading. (JM)

Presents results of research in multilanguage teaching in the Philippines. (JM)

Among 40 reading disabled volunteers (ages 9-74), subjects with high scotopic sensitivity demonstrated significantly better performance on visual processing tasks when they used colored overlays which maximized visual efficiency, compared with task performance under conditions using overlays of a random color or no color. (JW)

Explores whether the interpretation of figurative passages presents a comprehension problem different from that of any difficult text. Indicates that although some abilities important in processing isolated figurative expressions carry over to figurative passage interpretation, these figurative-unique abilities can not definitively account for the…

Conceives of reading as the general process through which meaning is construed from patterned forms of representation which take shape in words, visual images, auditory patterns, etc. Discusses reading's role in understanding the images of culture and overcoming the blindness brought about by the neglect of complex reading skills in the schools…

Finds no relationship between young children's ability to attend to text and to nominate a greater number of purposes for learning to read. (FL)

In a modified replication study, a general question intended to capture spontaneous detection of inconsistent information found neither good nor poor comprehenders successful. In response to a specific question, however, good comprehenders evinced far superior error detection than poor comprehenders. Reasons are speculated upon. (Author/MT)

Examines the principles of the writing process and applies them to reading. Discusses the parallels between these components of reading and writing: invention, choice, discussion, revision, and publication. (HTH)