Describes how content area teachers balked at the need for prereading activities. Discusses how the teacher realized the importance of such activities through a variety of inservice activities. (RS)

Compared to controls, adults (n=102) who reported a history of difficulties in learning to read were disabled in phonological coding, but less disabled in reading comprehension. Adults with poor phonological coding skills had basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness,…

Argues that mental translation during second-language (L2) reading may facilitate the generation and conservation of meaning by allowing the reader to represent portions of L2 text that exceed cognitive limits in a familiar, memory-efficient form. The study presents hypotheses and questions for future research. (68 references) (Author/CK)

Reviews several lines of convergent research to discuss the relationship between developmental dyslexia and slow symbol naming speed. Describes the interactive development of orthographic and phonological codes, and methodological problems leading to underestimation of the importance of individual differences. Argues that an understanding of…

Examines differences between adequate and poor readers in phonemic awareness, rapid continuous and confrontation naming, and visual symbol processing. Investigates which of these skills make independent contributions to word recognition, pseudoword reading, and reading comprehension. Concludes that tasks of naming speed, phonemic awareness, and…

Finds that a graphical browser (a graphical representation of the structure of a hypertext document) had no effect on recall, comprehension, or recall of text structure but that it did increase the amount of text read by users and reduced the number of nodes repeated during reading. (SR)

Demonstrates how cognitive style can be a useful construct in understanding why some children learn to read easily while others do so with great difficulty. Overviews relevant findings from cognitive style research in areas related to both acquisition of word recognition skill and the development of comprehension processes. (MG)

Takes a closer look at the reading skills of beginning readers who are able to read words by analogy. Finds that reading unfamiliar words by analogy to known words is an easier process and can be executed by beginners more readily than reading unfamiliar words by phonologically recoding the words. (MG)

Reports the results of interviews with 12 reading specialists who stated their major concerns about reading education. States that the responses focused on three major categories: (1) changes in the definition of reading; (2) changes in the scope of reading programs; and (3) changes in people's attitudes to reflect the current understanding of…

This study of 30 gifted and 30 average secondary level readers assessed their reading processing strategies using think-aloud protocols. Gifted readers used such strategies as rereading, inferring, evaluating, predicting, and relating to content area, whereas average readers exhibited word pronouncing concern and inaccurate summarizing.…

Argues that the Reading Recovery Program presents a model that allows children to interact with the semantic, syntactic, and visual cues of text based on the language they already possess. Suggests that the result is a fusion of horizons between the child and the text which brings forth an understanding of the reading process. (RS)

Examines the relationships between what intermediate-grade children ask, how their questions come about, and the purpose for asking questions in reading. Finds that only with much effort did children succeed in raising questions for discussion. (RS)

Presents annotations of 15 documents in the ERIC database concerning reports on research findings that highlight practices and procedures that "work" in reading and literacy education. (RS)

Examines students for the effects of grade level and recall task type on children's memory for explicit, implicit, and metaphorical information following reading. Finds that fifth graders fare better than second graders and the cued condition exceeds free recall. Finds that second graders engage in metaphorical reasoning when the task is…

Explores the mystery of why readers choose to read texts. Considers the psychology of reading for pleasure and the figures of speech linking reading with love. Discusses a wide array of books and the reasons that readers have felt such a strong attachment to them. (HB)