Deaf elementary and secondary students were found to be less skilled when reading stories in "elaboration" (i.e., drawing conclusions through interpretation of details), a process requiring higher-order thinking skills. An approach to teaching these skills is described that compares and contrasts a series of stories sharing a common theme. (VW)

Noting the time parents can spend with their children in literacy activities is often limited, identifies and describes eight principles upon which the success of parent-child literacy efforts appear to hinge, such as (1) regular daily time, (2) purpose and motivation, and (3) real literacy activity. (NH)

Suggests that the application of the economists' paradigm, which is that an economic entity will behave in a positive way if he or she perceives the benefits of that behavior as outweighing the costs, can be applied to the problem of reading difficulties. (DF)

Examines the connection between children's own storying in play and the narrative fictions offered them in children's literature. (HOD)

Reviews the six points for change in the way reading comprehension is taught, recommended by P. David Pearson. (HOD)

Reviews work in the connection between imagery and reading that has taken place recently in order to discover productive classroom practices aid reading comprehension. (FL)

Outlines four elements of reading theory every volunteer tutor in an adult program should know, including the importance of material selection and of understanding the processes good readers use to gain meaning. (HOD)

Argues that the distinction reading researchers make between good and poor reading is an artifact of the way researchers define and verify statements about good and poor reading. (HOD)

The effects of two types of interspersed mathemagenic postquestions (superordinate and subordinate) on cognitive capacity engagement during reading and subsequent performance on a recall posttest were investigated using the secondary task paradigm. (Author/LMO)

The usages of transaction and interaction are differentiated as reflections of differing paradigms, the transactional theory of reading is disassociated from information processing and interactive processing, and the implications for research of various concepts basic to the total transactional theory of reading are discussed. (HOD)

Reviews research pertaining to metalinguistic awareness in young children; examines issues related to the direction of cause between metalinguistic abilities and reading, disparities in research methodology between studies, and commercial instruments perporting to measure metalinguistic knowledge; and offers implications for reading instruction…

Documents large differences in the reading of function and content words and how these differences change with development. (FL)

Notes that there are things that are at least as important as reading: speech itself, productivity, expressiveness, and social development. (Author)

Concludes that television is a medium that embodies a code of its own, combining auditory and visual conventions, just as print a language is a conventional code. These codes enhance each other in some ways that assist the process of learning to read. (Author)

One of four International Reading Association award-winning dissertations from 1975. (RB)