Explores children's predicting and inferencing strategies for understanding written materials by analyzing an example of one second grader's oral reading. Discusses theory of reading comprehension processes, as well as how teachers can develop student's predicting and inferencing abilities at word, sentence and suprasentential levels. (RH)

Describes a model that distinguishes seven types of meaning that can function in reading: discoursal, lexical, morphological, propositional, syntactic, rhetorical, and functional. (MKM)

Focusing primarily on learning disabled children, the article briefly reviews the literature related to perceptual skills required in reading acquisition and the validity of current perceptual measures to tap these task-related perceptual abilities, and proposes an informal task-related measure to overcome the drawbacks of more formal measures of…

Argues for the acceptance of subvocalization while reading. (FL)

Emphasizes the need for teachers to perceive the process of reading as a process of predictions so that teaching techniques emphasizing reading comprehension will be used. (MKM)

Describes experiments showing that the eye movement patterns of dyslexic children differed from those of normal and backward readers during both a reading and a nonreading task. Discusses possible causes of dyslexia and ways of diagnosing it. (GT)

The report analyzes data collected by the American Printing House for the Blind from residential and nonresidential schools regarding trends in school enrollment and reading methods among legally blind school children. (CL)

Points out four types of common reading behavior not fully accounted for by two eminent psycholinguists and suggests philosophical, scientific, and practical considerations that could lead to the development of new insights about reading acquisition. (TJ)

Reports the findings of experiments that suggest that much of perception, even to high interpretive levels, is automatic and independent of intention or consciousness, and that the production of words in reading may involve problems that have nothing to do with articulation, even if the words have been identified. (GT)

Critically reviews various models proposed to explain word recognition and proposes a new model that describes word processing as a gestalt phenomenon defined by the interaction of four types of context: linguistic, schematic, social, and strategic. Also discusses ways of defining good and poor readers. (GT)

Discusses trends in miscue analysis and considers evidence that both the process and the resultant miscue patterns vary as a function of a complex interaction among several variables. (HOD)

Demonstrates through the writings of Gray, Shafer, Smith, and Goodman that although they use different terminology, there are greater similarities than differences in their points of view. (MKM)

Twenty-eight reading disabled children (in grades 2-4) were divided (on the basis of the nature of errors made in a writing from dictation task), into two groups--analytic-sequential deficient and holistic-simultaneous deficient. (Author/PHR)

Attempts to develop a method for investigating the process of phonemic encoding and explores the structural and linguistic variables that influence the length of time required for phonemic translation of sequences of graphemes. (Author/RK)

Examines the use of etymological analysis when reading new words, demonstrating the limitations inherent in such analysis. (JM)