Responds to Peter Mosenthal's criticism (volume 12, number 1). (AA)

Discusses the advantages of using semantic anticipation as a reading strategy, concluding that semantic anticipation is communicative and thus justifiable to students, is emotionally and maturationally suited to high school, college, and adult students, and does not distort the problem of reading. (JM)

Discusses children's language development in relation to reading and presents seven stages of conceptual reorganization among children that allow for progressively greater power of word discrimination. (JM)

Examines Ronald Carver's statement of theory (see article in same issue) from a metatheoretical perspective. (JM)

Discusses ways in which reader response journals can be useful as a teaching method. (SRT)

Discusses four experiments that examine the influence of script contexts on the visual recognition of words. Findings indicate that script contexts exert an influence over the processes involved in visual word recognition and that this influence is sustained longer than would be predicted from simple word priming. (SED)

Claims that the way people symbolize their experiences in speaking, listening, and writing can help them to understand literature and, ultimately, their personal life experiences. Claims that making meaning is fundamental to all language learning and that reading literature is analogous to other language learning experiences. (JD)

Describes a study in which 20 reading-disabled children, ages 7-10, were compared with 20 nondisabled readers in the same age range as to their ability to interpret complex sentences. Results showed that the nondisabled readers performed at higher levels of grammatical development than did the reading-impaired children. (SED)

Reports findings of three experiments indicating that story plot unit structure is a good predictor of subjects' thematic judgments about the story, and that subjects are sensitive to a more abstract level of conceptualization than the thematic patterns tested, based on evaluations of the protagonist's plans in the story. (HTH)

Highlights ways in which standard information processing models of language, and specifically of reading, are deficient. Deficiencies are considered under four headings: (1) theoretical rigour, (2) the interaction of different levels of information during reading; (3) the parallel nature of much of human information processing, and (4) reading…

Describes three dimensions of reading as a social process: (1) all reading events involve a social context, (2) reading is a cultural activity, and (3) reading is a socio-cognitive process. Discusses the implications for classroom reading of these dimensions. (HTH)

Ross Winterowd responds to Gary Sloan's "Transitions: Relationships among T-Units," by exploring the flaws in an earlier article by Winterowd that Sloan appeared to have missed in his criticism, particularly distinguishing between cohesion and coherence in writing, and between the writer's and the reader's cognitive processes. Includes a…

Discusses a paper by Katz, Healy, and Shankweiler that found, contrary to their predictions, that poor readers were significantly impaired on two order recall tasks that were differentiated by the extent to which phonetic memory strategies were employed. Discusses other studies that manipulated the rate of stimulus presentation in order recall…

Author provided a personal view of the Bullock Report's effect on primary schools. (Editor/RK)

In order to have both fluent reading and good comprehension, the student must be brought beyond accuracy to automaticity in decoding. (JH)