Examines the relationship between current concepts of reading processes and contemporary theories of literary response. Argues that text-based reading theories are isomorphic with the New Criticism, and that reader-based theories of reading are isomorphic with reader-response criticism. Maintains that literary theory ignores interactive…

Reports a study indicating that students who received instructions to induce mental imagery identified both explicit and implicit inconsistencies in text significantly more often than did those in a control group, supporting the use of mental imagery as a comprehension-monitoring strategy. (HTH)

Proposes that, in addition to demanding literal comprehension of reading materials, study guides should contain questions that require the type of critical reading that promotes interactive, constructive, and dynamic cognitive behaviors. Provides a sample of a general study guide that would promote these reading behaviors. (AEM)

Uses the example of SQ3R (Survey, Question, Read, Recite, and Review) to demonstrate how knowledge of the relationship between theory and practice makes reading and study skills instruction more meaningful. Notes that this awareness also enables teachers to modify various skills to meet student needs. (MM)

Discusses three facets of reading-writing relationships: (1) the processes underlying reading and writing; (2) the communicative contexts influencing reading and writing; and (3) the learning outcomes derived from reading and writing, including the influence of reading upon writing and writing upon reading. (MM)

Five subskills in learning to read are identified, and their place in the methods of teaching reading and their relations to each other are discussed. It is concluded that phonemic segmentation must be the most important and the most difficult task in learning to read. (Author/LMO)

Asserts that teachers should be more aware of including questions and strategies to foster skills in critical thinking and evaluation among students. Presents various metacognitive techniques designed to help students monitor what they know about a reading selection, including the use of semantic mapping, integrating reading and writing…

Indicates that (1) readers determine topic interrelations as they encounter new topics during reading, (2) better recallers are more consistent about inferring topic interrelations, and (3) better recallers are more flexible in their processing of topic information. (NKA)

Explores parallels between new paradigms in the sciences, particularly quantum physics, chemistry, and biology, and new paradigms in reading and literary theory, particularly a socio-psycholinguistic, semiotic, transactional view of reading, and a transactional view of the literary experience. (HOD)

Classroom teachers will find it easier to use a literature based approach to the teaching of reading if they work with a teacher or librarian who is knowledgeable in the areas of children's books, the children, and the process of reading. (DF)

The article suggests that English literacy can be acquired by deaf children through developmental reading and writing activities that refelct principles of first language acquisition as students relate these activities to experiences which they have already linguistically represented. (Author/CB)

Lists ten prinicples for teaching reading in English as a second language. Some of these principles are: (1) an interesting text is vital; (2) the primary activity of a reading lesson should be learners' reading texts; (3) classroom procedure should reflect the purposeful task-based, interactive nature of reading. (SED)

Critically examines the assumption underlying research into stages of word recognition provided by R.J. Chabot and others and questions whether their analysis of speed of processing differences warrants making strong conclusions about the nature of reading deficits. (HOD)

Suggests things teachers can tell their students about what may account for successful underlining experiences. (HOD)

Reviews training experiments where the strategies trained had a significant effect on poor readers' comprehension of text. Describes the training procedures that enhanced poor readers' comprehension of text and offers instructional implications for each. (FL)