Describes some of the ways in which students can be organized for reading and writing instruction. Suggests that educators must first identify the key components of literacy, then clarify a view of instruction and learning. Argues that recent literacy research has analyzed processes and texts but has overlooked the larger literacy contexts. (SG)

Examines intertextual relationships in "The Wedding Ghost," a children's book written by Leon Garfield and illustrated by Charles Keeping. Concludes that, as a top-down component in reading, intertextuality has significant implications for how texts are approached and can be seen as an element which promotes the development of high-level…

Presents a visual aid for "Charlotte's Web" to teach the self-monitoring skills of understanding, remembering, and comprehending involved in reading. (MG)

Examines the application of reading process and writing process research in content area instruction. Provides a chart of characteristics and purposes for various writing formats, including outlining, notetaking, captions, news reports, scripts, and books of facts. (MM)

Investigates the effect of repeated readings on college students' recall. Finds that reading a text twice increased factual retention, but that good readers benefit quantitatively and qualitatively from repetition while poor readers only benefit quantitatively from the opportunity to reread. (RS)

Identifies three reading processes that instructors can model for college level developmental readers: what people do when they read; how people think and talk about what they read; and how people incorporate what they learn from their reading into their own lives. Presents examples and descriptions of modeling these processes. (RS)

Examines whether writing in combination with reading prompts more critical thinking than either activity alone, or either activity combined with questions or with a knowledge activation activity. Finds students who both wrote and read made more revisions (prompted by more critical thinking) than students in other treatment groups. (RS)

Presents a problem-solving framework for diagnosis and correction of reading difficulties. Describes this process, examines the parallels between problem solving and diagnosis and correction of reading problems, and applies the process to a case. (SR)

Discusses the extent to which computers can understand natural language. Considers assertions that computers can be described as literate, and considers more generally the purpose of designing machines which perform like humans. (RS)

Examines and supports the notion that many of the problems evidenced by poor readers are related to their passive response to the interactive task of reading. (MM)

Studied word recognition in beginning and experienced readers. Comparisons showed that similarities outnumber and outweigh differences, that phonology is a mediating factor, and that pronounceability is the most important factor in some situations. (ETB)

Finds that an onset/rime analogy explanation accounted for the children's correct recodings of pseudowords better than a phoneme blending explanation, that the number of pseudowords children recoded correlated with the number of conventional words they recoded, and that children who were better able to conserve parts and wholes recoded more…

A sample of 236 4- to 6-year olds was tested on aspects of lexical and sublexical development while learning to read and retested 1 year later. Reading development, the influence of lexical and sublexical processes, age differences, and implications for instruction are discussed. (SLD)

Discusses three trends in approaches to reading and literacy instruction: (1) the move from basal to literature-based instruction; (2) the move from emphasis on product to emphasis on process; and (3) the trend away from teacher as technician toward teacher as decision maker. States that these trends will result in profound and lasting changes in…

Reviews research on metacognition and comprehension in reading. Offers teachers fix-up strategies. (SR)