Describes the development of reading fluency and expression, noting connections among oral reading fluency, word recognition, and spelling. The article presents a model of the stages of literacy development that recognizes the role of tacit knowledge in learning to read and write. A spelling inventory for teachers is included. (SM)

Study of metacognition in reading examined the psychometric properties of the Index of Reading Awareness. To determine reliability and validity data, researchers administered it to elementary students along with the Woodcock Reading Mastery Test-Revised. They concluded that it should be used cautiously to measure metacognition in reading. (SM)

Examines effects of text structure on reading process and recall performance by monitoring the subjects' eye movements as they read coherently and incoherently structured texts. Finds that structurally incoherent texts are given more visual attention than coherent ones and lead to inferior recall. Finds no clear-cut correspondence between eye…

Discusses adult literacy and the need for appropriate instruction to prepare workers for job-related reading. (MG)

Investigates the effects which thematic preorganizers might have on secondary students' comprehension of prose fiction. Finds that the thematic preorganizers did not significantly affect secondary students' comprehension of narrative prose materials as measured over time by equivalent tests. (MG)

Suggests that teachers can work with children to help them learn to "read" pictures using current models of reading comprehension as a guide. Discusses three steps in this process: connecting prior knowledge to illustrations, using picture clues, and extracting meaning from the words and sentences. (MG)

Contains part of the Keefe Inventory of Silent Reading, a silent informal reading inventory. Presents a case study of a student to whom it was administered, including analysis of this individual's reading ability and description of the specific strategies used with this individual on the basis of the results of the inventory. (RS)

Provides an overview of the reading comprehension process from an interactionist perspective. Reviews key components of effective comprehension instruction, including metacognitive instruction. Gives examples of instructional interventions that have been implemented successfully with students experiencing reading difficulties. (RS)

Looks at affective aspects in different stages of the reading process to find causes and solutions to the problem of students who do not read content area materials effectively. Offers teaching strategies combining affective and cognitive elements of instruction to motivate students to read content area textbooks with awareness. (SR)

Discusses the use of colored plastic overlays and tinted lens filters to benefit at-risk readers who have the visual perceptual problem known as Scotopic Sensitivity Syndrome. (MG)

Describes a literature course designed to help prospective high school English and language arts teachers understand the problems faced by unskilled readers by using literature from unfamiliar South Pacific cultures. Notes that the prospective teachers gain increased knowledge of themselves and the mental processes they use in making meaning. (RS)

Explores the types of responses of urban first graders when asked to predict a narrative ending and to determine whether there were differences in responses from fall to spring. Indicates that first graders are capable of responding with both convergent and divergent predictions at the beginning and end of first grade. (MG)

Finds greater interference for words than for single letters and letter-clusters in elementary students. Finds a developmental trend from relative skill in word-level orthographic-phonological correspondence in second graders to relative skill in subword-level correspondences in sixth graders. Notes that multiple orthographic codes were correlated…

Maintains that elementary school students are capable of assessing what they have learned if such assessment is part of the instruction and an appropriate language framework is provided. Also presents a framework for assessing and increasing reading comprehension, that focuses on predicting as a form of self-assessment. (BB)

Three studies compared development of orthographic representations in children learning to read English, French, and Spanish, using nonsense words rhyming with real words, similar in phonology only, or unlike real words. Results are interpreted in terms of the level of phonology represented in the orthographic recognition units being developed by…